Growing Teacher-Scholars in Community - Teaching & Learning ...

creaturewoodsInternet and Web Development

Dec 8, 2013 (3 years and 11 months ago)

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Assumptions


Academic
excellence
and
innovative
educational delivery
will distinguish a
thriving university in
the 21
st

century.


Organizational Learning


sharing
collective
wisdom


creating
opportunities
for people to develop
new
understanding
and skills


linked
to the pursuit of
quality

and
excellence



Effectiveness and
Efficiency

Collaboration and Learning


Enhanced through
Technology

Institutions must provide ongoing faculty training and
support (
Appana
, 2008) through professional
development opportunities that familiarize instructors
with current technologies (Evans & Champion, 2007).

Foster


Community (first and
second
-
year faculty)


Collaboration


Creativity/Innovation


Technology
Exploration and
Integration


Garrison, R.
&
Cleveland
-
Innes, M.
(2005):
Facilitating
cognitive presence
in
online learning
: Interaction
is not
enough.
American Journal
of Distance
Education,
19
(3), 133
-
148.

Foster


Excellence in
Teaching and
Learning


Productivity in
teaching and
scholarship

(faculty
work plan)


Program Components: Structured, goal
-
directed, holistic, faculty
ownership, support from colleagues, use of technology.

(
Camblin

& Steger, 2000;
Erklenz
-
Watts,
Westbay
, & Lynd
-
Balta
,
2006;
Murray, 1999; Watson & Grossman, 1994;)

Experiential

Faculty should experience the same teaching and
learning conditions that are optimal for them to
create for their students such as constructive
activities in an authentic context (
McQuiggan
, 2007)
with interaction with the content, other students, and
the instructor (Moore, 1989).


Teacher
-
Scholar Program


PURPOSE


Provide professional development, direction and a
supportive environment of peers for new faculty
as they seek growth in three spheres.


The faculty handbook describes expectations for each of the 3
spheres shown above. The TSP builds off these expectations. There
are 14 program outcomes which are introduced to TSP participants in
the first unit.

THE THREE SPHERES


Teacher
-
Scholar Program Outcomes:




Gain support as faculty members move toward
their professional development plan



Value excellence in teaching, scholarship, and
service in tenure & promotion decisions



Develop enriching & inclusive faculty

relationships


Understand Regent University’s expectations
of faculty



Integrate
faith from a Biblical perspective in all
aspects of University work



Increase global competency


Teacher
-
Scholar Program Outcomes:




Create a professional development plan



Create a structured mentoring arrangement
with a more experienced faculty member



Prioritize commitment of resources to God,
self, family, organizations, applying time
management & other strategies



Demonstrate effective communications skills



Foster innovation, integrity, & excellence



Become knowledgeable of Regent’s heritage



Create an e
-
Portfolio

Program Structure



Hybrid:

-

Synchronous (face
-
to
-
face ) and

Desktop Conferencing

-

Asynchronous (in Blackboard)



Year 1

A series of courses to orient new faculty members to
Regent University while providing the opportunity to:


-

begin learning Regent’s heritage


-

develop as globally competent leaders


-

design effective instruction


-

conceptualize a scholarship program


-

begin professional portfolio



Year 2

Continued development of portfolio while deepening their
understanding of:


-

global leadership


-

effective instruction


-

university administration & service


-

producing quality scholarship

T
S
P


Semester 1


Foundation Units

Module 1:


Introduction to TSP



Purpose of TSP & Learning Outcomes


Teaching and Mentoring and Professional Librarianship


Research, Scholarship, and/or Creative Works


University Administration, Community and Professional Service

Semester 1


Foundation Units

Module 2


Foundations of Regent’s
Heritage



Lesson 1:
Worldview


Lesson 2:
Christian University Heritage


Lesson 3:
Regent University Heritage


Lesson 4:
Introduction to Teaching

Semesters 2 & 4


Research,
Scholarship, and/or Creative Works

Semester 2 Module 1:

Conceptualizing a Scholarship Program


Lesson 1:
Scholarship Agenda


Lesson 2:
Ethical Issues


Lesson 3:
Facilitation Strategies


Lesson 4:
Professional
Development


Lesson 5:

Resourcing a Scholarship Program


Lesson 6:

Peer Presentations & Feedback

Semesters 2 & 4


Research,
Scholarship, and/or Creative Works

Semester 4 Module 2:

Producing Scholarship



Lessons 1:
Realizing Scholarship Goals


Lesson 2:
Implementing Scholarship
Productivity Goals

Semesters 2 & 4


Research,
Scholarship, and/or Creative Works

Semester 4 Module 3:

Sharing Scholarship



Lesson 1:
Prepare an article & presentation


Ongoing interaction with mentor

Semester 3


Teaching & Mentoring
& Professional Librarianship Unit

Module 1:

Developing Globally Competent
Christian Leaders



Lesson 1:
Global Perspective


Lesson 2:
Intercultural Engagement


Lesson 3:
Information Literacy


Lesson 4:
Global Leadership

Semester 3


Teaching & Mentoring
& Professional Librarianship Unit

Module 2:

Effective Instruction (Design, Development, Delivery)



Lesson 1:
Curriculum Alignment


Lesson 2:
Course Design & Development


Lesson 3:
Instructional Strategy


Lesson 4:
Teaching in the Classroom


Teaching
& Mentoring &
Professional Librarianship Unit


Lesson 5:
Teaching Online


Lesson 6:
Facilitating & Moderating
Online
Discussions


Lesson
7:
Assessment of Student
Learning


Lesson
8:
Self
-
Evaluation of Courses


Lesson 9:
Mentoring


Semester 4


University Administration &
Community & Professional Service Unit

Module 1:

Service & Collegiality



Lesson 1:
What constitutes Service?
(University Service, Professional Service,
Community Service)


Lesson 2:
Interpersonal Communication


Lesson 3:
Notion of
Collegiality

Boice
, 1992; Rice,
Socinelli
,
&

Austin, 2000;
Sorcinelli
, 1988;


Tierney &
Bensimon
, 1996; Whitt, 1991).

Sample Activities and
Assessments

Activity


Introduce yourself


Develop a course map


Design a student
-
centered lesson that
aligns curriculum,
learning outcomes,
assessments and
instruction


Framing Discussion
Board Questions

Technologies Integrated


Voice
-
threads


Excel, Word


Develop in Blackboard
Learning Management
System and use the
content system to store
the lesson



Blackboard



Sample Activities and
Assessment

Activity


Organize a global
learning
event


Develop
a TSP portfolio



Develop an Online
Presence


Deliver
a conference
presentation


Technology


Desktop Conferencing,
Polling,
multi
-
media


Content Management
System, e
-
Portfolio, multi
-
media


Blogging, other Social
media tools


Presentation

software, multi
-
media


See Diagram

TSP Team

Brainstorming


faculty who were past
Master
-
instructor
P
rogram
P
articipants


VP of Academic Affairs


Two Deans


Instructional Designers
and Technologists
-

Center for Teaching and
Learning



Design, Development,
Delivery of Instruction


Associate Dean of
Academic Affairs


President


Two Deans


Faculty
-

tenure and non


Facilitator


CTL


Dean in the school agrees to faculty
participation (tenure
-
track)


Program is meant to support the faculty
work plan


Release time is given to faculty to
participate

Incentives

Evaluation Feedback

Opportunities for
Improvement


Scale back


Schedule Conflicts


Assignments are not a
priority


Takes away time from
class preparation


More teaching on
technology from CTL

Positive Comments


The curriculum alignment
module improved
understanding of lesson
planning, assessment and
academic freedom


Enjoyed interactions w/peers


Increased my understanding
of the culture and
expectations of faculty

Modifications


Only one F2F meeting
per month


Shorten sessions to ½
hour rather than two
-
hours


Worked out scheduling
conflicts


Faculty receive service
credit


OAA listed TSP as a
requirement for tenure


Majority of program now
is asynchronous

References

Camblin
, L. D., Jr., & Steger, J. A. (2000). Rethinking faculty development.
Higher
Education, 39
, 1
-
18.

Erickson, H. L. (2002).
Concept
-
based curriculum and instruction: Teaching
beyond the facts
. Thousand Oaks, CA: Corwin.

Erklenz
-
Watts, M.,
Westbay
, T., & Lynd
-
Balta
, E. (2006). An alternative
professional development program: Lessons learned.
College Teaching, 54
(3),
275
-
279.

Murray, J. P. (1999, Winter). Faculty development in a national sample of
community colleges.
Community College Review, 27
(3), 47
-
64
.

References

Murray, J. P. (2002, Spring). Faculty development in SACS
-
accredited
community colleges.
Community College Review, 29
, 50
-
66.

St. Clair, K. L. (1994). Faculty
-
to
-
faculty mentoring in the community
college: An instructional component of faculty development.
Community
College Review, 22
(3), 23
-
35.

Watson, G., & Grossman, L. H. (1994, May/

June). Pursuing a comprehensive
faculty development program: Making fragmentation work.
Journal of
Counseling and Development, 72
, 465
-
473.

Questions