viewvision: rooted in our communities, we will be a globally recognized college delivering...

SLC NEW FULL-TIME FACULTY DEVELOPMENT PROGRAM

Program: The ‘SLC New Full Time Faculty Development Program’ is a two year program for new hires developed to enhance teaching competencies, create a professional sense of community and build a teaching and learning network. The program will model and instill a culture of innovation in the classroom congruent with the SLC vision of delivering innovative learning opportunities.

Goals of the Program: To ensure that new faculty members are educated in the fundamental teaching competencies To model and instill a culture of innovation in the classroom congruent with the SLC vision of delivering innovative learning opportunities To provide opportunities, resources and structures that support and enhance innovative learning opportunities To create a sense of community with new teachers and build a collaborative teaching and learning culture within the College

SLC Faculty Competencies:1. Create engaging learning environments with a student-centered focus2. Design effective instruction employing varied teaching strategies 3. Construct authentic learning assessment and evaluation4. Build inclusive learning communities5. Use technology to enhance learning 6. Commit to continuous professional learning and reflective practice

SLC VISION: Rooted in our communities, we will be a globally recognized college delivering innovative learning opportunities and preparing career-ready graduates to be leaders in their fields.

SLC MISSION: We are dedicated to student success, academic excellence, and leadership in our communities.

SLC NEW FULL-TIME FACULTY DEVELOPMENT PROGRAM PROPOSAL

Framework:YEAR ONE

Action Supervisor Amount of Time

Date & Location Evidence of Completion Faculty Competency

Orientation Progression College Orientation-Survival Guide Hub- College administrative requirement’s e.g. Xerox, phones etc.-Overview of SLC Academic Policies and Procedures

School Orientation-Orientation to School practices and resources-Overview of specific School’s Policies and Procedures

Program Orientation-Orientation to full-time faculty program member role and responsibilities-Ebb & flow of semesters

Teacher/Educator Orientation-Introduce faculty member to ‘Professional Identity’ and importance of ‘Full Time Faculty Development Program’-Introduction to the CCTL, Teaching & Learning requirements and resources

Human Resources related content Mandatory Legislation Training-Workplace Violence Prevention

Faculty Coach

Associate Dean/ Campus Dean

Coordinator/ Mentor

Faculty Coach

Human Resources

3 hours

2 hours

2 hours

2 hours

4 hours

Early August or as arranged

Date: AugustRoom:Time:




Faculty Coach to sign off

Associate Dean to sign off

Program Coordinator to sign off

Faculty Coach to sign off

Manager of Training & Development verify completion

4

4

4

4/ 6

6

2 | P a g e


-Accessible Customer Service Standard-AODA Training-WHMIS Training-Completion of Health and Safety Checklist with Supervisor

Blackboard Introduction to Blackboard-Minimum usage requirements

E-Learning Specialist

3 hours Date: AugustRoom:Time:

E-Learning Specialist to sign off

3/ 5

Focus on Learning – Part 1 Eastern Region Colleges’ New Faculty

Development Program

ERC FOL Team 5 days Date: August

Location: St. Lawrence CollegeKingston Campus

FOL completion certificate in file

1/ 2/ 3/ 4/ 5/ 6

Teaching Methodologies & Student Engagement(see below for full description)

Faculty Coach 15 weeks30 hoursSWF: 2 hours per week

Fall Semester Friday’s2:30-4:30pm for 10 weeks

Reflection papers/ module work 2 hours x 5 weeks

Module Instructor to sign off on

1/ 2/ 3

Faculty Self Evaluation & Planning(Quality Assurance Program)


1 hour Fall Semester Associate Dean/ Campus Dean

1/ 2/ 3/ 4/ 5

3 | P a g e


Curriculum Design and Development Curriculum Developer

4 half days(3.5hours x 4=14)

SWF 1hr per week

Winter Semester Module Instructor to sign off on

2/ 3



1 hour Winter Semester Associate Dean/ Campus Dean

1/ 2/ 3/ 4/ 5

UDL, Assessment and Evaluation(see below for full description)

Faculty Coach 4 weeks8 hoursSWF: 1 hour per week

Spring Semester Friday’s2:30-4:30pm

Module Instructor to sign off on

3

YEAR TWOAction Supervisor Amount

of TimeDate & Location Evidence of Completion Faculty

CompetencyFocus on Learning – Part 2 Eastern Region Colleges’ New Faculty

Development Program

ERC FOL Team 3 days Date: May

Location: St. Lawrence CollegeKingston Campus

FOL completion certificate in file

1/ 2/ 3/ 4/ 5/ 6

4 | P a g e


Teaching Squares Program where colleagues visit each

other’s classrooms, reflect upon what has been observed, discuss the visits with colleagues, and potentially implement new strategies or practices in his/her own teaching based upon participation in the Teaching Squares Program.

(see below for full description)

Faculty Coach 10 hours Fall SemesterFlexible schedule

Faculty Coach to sign off on

1/ 2/ 3/ 4/ 5/ 6



1 hour Fall Semester Associate Dean/ Campus Dean

1/ 2/ 3/ 4/ 5

Enhancing Learning with Technology Teaching with technology strategies

and skills(see below for full description)

E- Learning Specialist & Program Manager, Hybrid & Online Course Design

2 days(3.5hours x 4=14)

SWF 01hr per week

Winter Semester1 day in January1 day follow-up in March

E-Learning Specialist or Program Manager, Hybrid & Online Course Design to sign off

1/ 5



1 hour Winter Semester Associate Dean/ Campus Dean

1/ 2/ 3/ 4/ 5

SLC Learning Connections Develop ‘Teaching Portfolio’ and

content related to continuing to build faculty skills and abilities-Where to from here?-How do you see yourself continuing to develop professionally as a teacher?-Create a professional identity as a teacher Celebration of completion of New

CCTL Team 1-2 days May/June Faculty Coach to verify and sign off on

1/ 2/ 3/ 4/ 5/ 6

5 | P a g e


Faculty Development Program

YEAR THREEAction Supervisor Amount

of TimeDate & Location Evidence of Completion Faculty

CompetencySuccession Planning Session Dean 30min TBD Dean 4/6

Staying Current in Industry Faculty Coach/ Dean

30min TBD Faculty Coach 4/ 6

Faculty MentorFaculty members who have been through the two year program now become mentors for new faculty hires

Faculty Coach 15 hours(1 per week)

Sept-April Faculty Coach to verify and sign off on

1/ 2/ 3/ 4/ 5/ 6

Pick from one of the following three options:Faculty Cyber Connections Module

Professional development workshops, seminars, or activities offered through the CCTL

External conferences, workshops, seminars related to teaching and learning

CCTL Assistant

6 - 8 hours minimum

During 2nd academic yearSeptember - June

Faculty Coach to verify and sign off on

1/ 2/ 3/ 4/ 5/ 6

Module Delivery Considerations for Instructor

6 | P a g e


Tri-Campus- Sessions throughout the module must be taught face to face on each campus throughout the module. An equitable distribution based on the number of new hires on each campus.

Modules must include a variety of delivery options e.g. Hybrid sessions, WebEx Delivery, V-Tel, experiential etc.

7 | P a g e


Appendix 1- Module Descriptions

1. Teaching Methodologies, Student Engagement & Classroom Management

It is important that teachers learn to use a variety of teaching methodologies in order to cater for the range of learning needs and requirements that are present within most class environments. Within this section a variety of teaching methodologies will be explored and their various advantages and disadvantages outlined.

Student engagement in learning and teaching refers to students’ active participation in the academic environment resulting in an enhanced learning experience. This may be through involvement with their individual studies, and/or the structures and processes that underpin learning and teaching.

Student engagement in learning and teaching is important for the following reasons:

Active participation encourages our students to take more responsibility for, and have ownership of, their learning, thus enhancing their academic experience;

Student engagement in learning and teaching recognizes the different goals, approaches and motivations of each individual student as well as the collective student voice;

Active engagement of our students is the main channel through which we are able to get feedback from our students, helping us to develop and improve all aspects of university life;

Partnership and collaboration between our students and staff creates mutually beneficial learning communities; Student engagement in learning and teaching underpins deep, transformational learning; Student engagement in learning and teaching enables the attainment of skills, thus enhancing the employability of our students.

Classroom management will also be addressed throughout the module. Professors play various roles in a typical classroom, but one of the most important is that of classroom manager. Effective teaching and learning cannot take place in a poorly managed classroom. Classroom management case studies and scenarios will be discussed and strategies will be developed.

2. Teaching SquaresTeaching Squares involves a self-reflective process about teaching gained through observation of one’s peers. It is not peer evaluation but self-evaluation in a safe, mutually supportive environment. It is not a program restricted to new teachers, but is more successful if it includes those a wide range of teaching experience. In this way, those new to the field can learn from the more experienced or innovative.

8 | P a g e


Teaching squares foster conversations about teaching, disseminates innovative teaching practices, creates an understanding of a colleague’s work; builds connections across different disciplines; and recognizes and reinforces good teaching practice.

The basis of the program is simple. Four instructors from different disciplines (the square) visit each other’s classes to observe teaching methods, attitudes, classroom materials, and classroom management. After the instructors have observed each other’s classes, they get together to reflect on the positive aspects they have learned and how they might improve their own classes. This is followed by a gathering of all Teaching Square participants who share their experiences and add to the learning. The time required over the semester is about seven hours.

The program is simple and is being adopted at colleges and universities across North America. Instructors have found it to be so helpful that most sign on to participate in Teaching Squares more than once.

3. UDL, Assessment and Evaluation

The Value of UDL in Assessment- Embedded, flexible, ongoing assessments have the potential to resolve many of the problems with standardized, paper-and-pencil tests, particularly as tools for guiding teaching. It is true that standardized tests can yield valuable information, especially if one is evaluating trends and information about groups, but as accurate assessments of individual students' skills, knowledge, and learning, these assessment tools are severely flawed.

The obvious value of embedded, flexible UDL assessment is its ability to adjust to individual differences and focus the questions on exactly what teachers are trying to find out. With flexibility in presentation, expression, supports, and engagement, we can reduce the common errors introduced by single-mode fixed assessments. Further, that same flexibility allows teachers to align assessment more closely with teaching goals and methods and thus, to assess students more accurately.

For example, if you are assessing the ability to create a coherent narrative, you can offer a wide assortment of media for that composition including recorded speech, images, video, animation, or dance. If you are assessing the ability to write a coherent narrative (i.e., create one in text), you can scaffold spelling, reading, and text entry (either through voice recognition or word processing) and provide additional media, like images and sounds, to scaffold motivation and enhance the narrative. If you are assessing mastery of writing mechanics, you wouldn't scaffold these skills, but you might offer motivational supports such as the use of sound or images, and you might provide prompts to help students self-monitor and build editing skills. The interactive capacity of new technologies allows teachers to provide dynamic assessments that assess the ongoing processes of learning more organically. By tracking the supports a student uses, the kinds of strategies that he or she follows, the kinds of strategies that seem to be missing, and the aspects of the task environment that can bias the outcome, we can gain valuable insights about students as learners.

9 | P a g e


Assessments in our digital age should be dynamic and universally designed. When we provide a full range of customizations and adaptations as a part of assessments, we are able to more accurately evaluate both student performance and the processes that underlie that performance. The enhanced accuracy comes from the capacity to evaluate performance over time, under varying conditions, including conditions where the student's performance is constrained by barriers inherent in specific modes of representation, expression, or engagement, and conditions where appropriate adaptations and supports are available to overcome those barriers.

Most important, new technologies allow for two-way interactive assessments. With these technologies available in our classrooms, we will be able to create learning environments that not only teach, but also "learn" to teach more effectively. By distributing the intelligence between student and environment, the curriculum will be able to track student successes and weaknesses and monitor the effectiveness or ineffectiveness of its own methods. The result will be a curriculum that becomes smarter, not more outdated, over time.(CAST- Teaching Every Student)

Based on the principles and rationale outlined above each participant will have the opportunity to collabourate with colleagues to design tests and evaluations keeping in mind the practicalities and logistics of coping with the ‘marking monster’ throughout the semester.

4. Enhancing Learning with TechnologyIt is now recognized that we have before us an amazing and powerful tool for developing student thinking and learning 1. It is commonly thought that new technologies make a big difference in education2. Many proponents of e-learning believe that everyone must be equipped with basic knowledge of technology, as well as use it as a vehicle for reaching educational goals3.

E-learning includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning.

E-learning can occur in or out of the classroom. It can be self-paced, asynchronous learning or may be instructor-led, synchronous learning. E-learning is suited to distance learning and flexible learning, but it can also be used in conjunction with face-to-face teaching, in which case the term blended learning is commonly used4.

1 Enhanced Learning with Technology (www.enhancedlearning.ca)2 International Journal of Innovative Technology and Exploring Engineering (IJITEE) ISSN: 2278-3075, Volume-2, Issue-1, December 2012

3 Muhaimin, I (2013) · Universiti Tun Hussein Onn Malaysia

4 Tavangarian D., Leypold M., Nölting K., Röser M.,(2004). Is e-learning the Solution for Individual Learning? Journal of e-learning, 2004.10 | P a g e


This course will explore the objectives of e-learning and its methodologies. E-learning tools will be explored and evaluated in order to integrate the best technology with effective educational principles.

Whether you are a novice or a seasoned pro, the rate of change in technology means you’ll probably find some new ideas here.

5. Instructional Planning

In this four part online module, we will discuss principles for designing instruction and for engaging students in learning. Participants will explore the connections between teaching practice and some key learning theories and models, experience and consider a variety of instructional strategies, and share examples of effective instructional planning.

Learning OutcomesAt the end of this course, you will be able to:

Consider learners and learning needs as you plan your instruction. Use principles of learning to inform instructional planning. Explore strategies for the various components of an instructional plan. Plan a lesson based on instructional frameworks.

11 | P a g e


Appendix 2- Literature ReviewThe following is a brief review of the literature on faculty development, conceptions of teaching, and the impact of faculty development.

Reviews of Faculty DevelopmentWorkshops and seminars were the most common instructional development intervention (short, "one-shot" workshops were most common), they were also the least evaluated and the least likely to "produce lasting changes in teaching behaviour or lasting impact on students” (Levinson-Rose & Menges, 1981, p. 419).

Short training courses tend to have only limited impact on actual teaching practice (Prebble et al. 2004).

In a selection of 36 studies Stes et al found evidence that instructional development interventions that were extended over time had more positive behavioral outcomes than one-time events (Stes et al. 2010).

Conceptions of Teaching“… lecturers who considered teaching to be a process of transmitting knowledge were more likely to use content-centred approaches to teaching, while those who conceived teaching as a facilitative process tended to use learner-centred approaches (Kember and Kwan, 2000).

Student-centred teachers have been found to use a wider repertoire of teaching methods than teachers who adopt a teacher-centred approach to teaching (Coffey & Gibbs, 2002).

Learning facilitation orientation (learner-centred) encouraged more meaningful learning among students (Kember and Gow 1994).

Teachers who focus on their students and their students' learning tend to have students who focus on meaning and understanding in their studies, while university teachers who focus on themselves and what they are doing tend to have students who focus on reproduction” (Prosser and Trigwell 1999).

According to Kember and Kwan (2000), fundamental changes in the quality of teaching and learning are unlikely to occur without changes in teachers' conceptions of teaching. As such, it has been argued that faculty development efforts should be focused on changing faculty conceptions of teaching in order to emphasize the facilitation of student learning (Kember & Gow, 1994; Trigwell & Prosser, 1996). This approach requires a move away from traditional faculty development approaches that simply highlight various teaching strategies to more sophisticated approaches that challenge conceptions of teaching and help faculty become more aware of wider variations in teaching and learning styles (Åkerlind, 2007; Trigwell & Prosser, 1996).

12 | P a g e


The Impact of Faculty Development on Faculty’s Conceptions of Teaching Those who had participated in faculty development programs were more likely to adopt a learner-centred teaching practice (Gibbs and Coffey 2004).

The Impact of Faculty Development on Student LearningWhen faculty adopt a student-focused teaching approach following participation in a faculty development program, their students adopt deep learning approaches to their studies (Hanbury et al. 2008).

(Full literature review completed by Ruth Rodgers and Jordanne Christie at Durham College in their work on: The Effects of a Required Faculty Development Program on Novice Faculty Self-Efficacy and Teaching Approach Prepared by Ruth Rodgers and Jordanne Christie, Durham College, and Maureen Wideman, The University of Ontario Institute of Technology

For the Higher Education Quality Council of Ontario and Durham College)

13 | P a g e


Appendix 3- Implementation & Communication PlanDevelopment:CCTL Associate Director and Faculty Coach to develop draft document by January, 2014

Consultation:a. Send draft to CCTL Team for review and request feedback (December, 2013)b. Consult with Terri McDade Dean Faculty of Arts (January, 2014)c. Contact Associate Deans to request they review document and provide feedback (January, 2014)

Present to Dean’s Council (February/March)

Once approval has been obtained:Communicate with Associate Deans, Campus Deans and with Human Resources to develop policy and procedure for incorporating ‘New Full Time Faculty Development Program’ into Letters of Offer.

Appendix 4- Table Outlining Spread of Faculty Competencies Represented in Framework:

1. Create engaging learning environments with a student-centered focus

11

2. Design effective instruction employing varied teaching strategies 11

3. Construct authentic learning assessment and evaluation 134. Build inclusive learning communities 13

5. Use technology to enhance learning 11

6. Commit to continuous professional learning 11

14 | P a g e


Appendix 5- Total Number of Hours

Year OneCollege Orientation 3School Orientation 2Program Orientation 2Tear/Educator Oreintation 2HR Related content 4Blackboard 3FOL 1 30Teaching Methodologies & Student Engagement 30Performance Evaluation for Probationary Faculty in Fall 1Curriculum Design & Development 12Performance Evaluation for Probationary Faculty in Winter 1UDL, Assessment & Evaluation 8Year TwoFOL 2 18Teaching Squares 10Performance Evaluation for Probationary Faculty in Fall 1Enhancing Learning with Technology 10Performance Evaluation for Probationary Faculty in Winter 1SLC Learning Connections 8Year ThreeFaculty Mentor 15Option 8

Total Hours 169

Appendix 6- PLAR

Faculty members with previous full-time college teaching experience and/or an undergraduate or graduate degree in education may elect to seek exemption from modules by submitting a portfolio for assessment by the CCTL team for review and decision. However, it is strongly

15 | P a g e


recommended that all new faculty irrespective of experience, participate in the program. Participation will enhance their personal and professional experience and create a sense of community and build a collaborative teaching and learning culture within the College.

16 | P a g e


Appendix 7- References

Åkerlind, G. S. (2007). Constraints on academics’ potential for developing as a teacher. Studies in Higher Education, 32(1), 21-37.

Coffey, M., & Gibbs, G. (2002). Measuring teachers' repertoire of teaching methods. Assessment & Evaluation in Higher Education, 27(4), 383-390.

Gibbs, G., & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87-100.

Hanbury, A., Prosser, M., & Rickinson, M. (2008). The differential impact of UK accredited teaching development programmes on academics’ approaches to teaching. Studies in Higher Education, 33(4), 469-483.

Kember, D., & Gow, L. (1994). Orientations to teaching and their effect on the quality of student learning. Journal of Higher Education, 65(1), 58-74.

Kember, D., & Kwan, K. P. (2000). Lecturers' approaches to teaching and their relationship to conceptions of good teaching. Instructional Science, 28(5), 469-490.

Levinson-Rose, J., & Menges, R. J. (1981). Improving college teaching: A critical review of research. Review of Educational Research, 51(3), 403-434.

Prebble, T., Hargraves, H., Leach, L., Naidoo, K., Suddaby, G., & Zepke, N. (2004). Impact of student support services and academic development programmes on student outcomes in undergraduate tertiary study: A synthesis of the research. Report to the Ministry of Education, Massey University College of Education.

Rodgerson, R., Christie, J. (2014). The Effects of a Required Faculty Development Program on Novice Faculty Self-Efficacy and Teaching Approach Prepared by Ruth Rodgers and Jordanne Christie, Durham College, and Maureen Wideman, The University of Ontario Institute of Technology. For the Higher Education Quality Council of Ontario and Durham College

Stes, A., Coertjens, L., & Van Petegem, P. (2010). Instructional development for teachers in higher education: impact on teaching approach. Higher Education, 60(2), 187-204.

17 | P a g e


Trigwell, K., & Prosser, M. (1996). Changing approaches to teaching: A relational perspective. Studies in Higher Education, 21(3), 275-284.

Trigwell, K., Prosser, M., & Waterhouse, F. (1999). Relations between teachers' approaches to teaching and students' approaches to learning. Higher Education, 37(1), 57-70.

18 | P a g e

viewvision: rooted in our communities, we will be a globally recognized college delivering...

Documents