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Performance Improvement Plan

Performance Improvement Plan. The JMU Center for Faculty Innovation. David Austin Bingler Janie Leigh Taylor. agenda. Icebreaker Activity Targeted Organization Meet the Client What is happening? What should be happening? Defining the Gap Data Collection Findings/Results

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Performance Improvement Plan

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  1. Performance ImprovementPlan The JMU Center for Faculty Innovation David Austin Bingler Janie Leigh Taylor

  2. agenda • Icebreaker Activity • Targeted Organization • Meet the Client • What is happening? • What should be happening? • Defining the Gap • Data Collection • Findings/Results • Recommendations

  3. agenda • Icebreaker Activity • Targeted Organization • Meet the Client • What is happening? • What should be happening? • Defining the Gap • Data Collection • Findings/Results • Recommendations

  4. agenda • Icebreaker Activity • Targeted Organization • Meet the Client • What is happening? • What should be happening? • Defining the Gap • Data Collection • Findings/Results • Recommendations

  5. agenda • Icebreaker Activity • Targeted Organization • Meet the Client • What is happening? • What should be happening? • Defining the Gap • Data Collection • Findings/Results • Recommendations

  6. agenda • Icebreaker Activity • Targeted Organization • Meet the Client • What is happening? • What should be happening? • Defining the Gap • Data Collection • Findings/Results • Recommendations

  7. agenda • Icebreaker Activity • Targeted Organization • Meet the Client • What is happening? • What should be happening? • Defining the Gap • Data Collection • Findings/Results • Recommendations

  8. agenda • Icebreaker Activity • Targeted Organization • Meet the Client • What is happening? • What should be happening? • Defining the Gap • Data Collection • Findings/Results • Recommendations

  9. agenda • Icebreaker Activity • Targeted Organization • Meet the Client • What is happening? • What should be happening? • Defining the Gap • Data Collection • Findings/Results • Recommendations

  10. agenda • Icebreaker Activity • Targeted Organization • Meet the Client • What is happening? • What should be happening? • Defining the Gap • Data Collection • Findings/Results • Recommendations

  11. Breakingtheice Get into four groups for an activity! You are all employees at Thall University. Each group will be given a scenario in which you will take on a certain role of oppression. Brainstorm potentially available resources and ways to fix the assigned problem. We will recombine as a class to discuss your thoughts and ideas shortly.

  12. Group 1: Oppression by Gender What potentially available resources were you able to come up with? How would you suggest going about fixing this issue? versus

  13. Group 2: Oppression by Ethnicity What potentially available resources were you able to come up with? How would you suggest going about fixing this issue?

  14. Group 3: Oppression by Sexual Orientation What potentially available resources were you able to come up with? How would you suggest going about fixing this issue?

  15. Group 4: Oppression by Physical Disability What potentially available resources were you able to come up with? How would you suggest going about fixing this issue?

  16. Making Connections: Part-time Faculty at JMU feel they are not treated fairly, and do not have many resources to rely on at this time. This problem of oppression is the main theme and concern of our needs assessment and performance improvement plan.

  17. Targeted Organization

  18. The JMU center for Faculty innovation Mission: “…fosters experiences and dialogue designed to promote excellence in teaching, scholarship, service, and leadership with the goal of enhancing the academic culture of the university.” Target Population: JMU Part-time Faculty Members

  19. The JMU Center for faculty innovation • Goals: • Provide high quality professional development opportunities designed to meet needs of full-time and part-time faculty across disciplines and levels of experience. • Utilize a range of formats to make learning experiences accessible for faculty and academic unit leaders. • Focus on areas of teaching, scholarship, service and leadership. • 2010-2011 Theme: • “Decoding Disciplinary Thinking” - Explores how we think, teach, and communicate in our disciplines. • Supporting programs include Faculty Workshops, Madison Teaching Fellows, and Faculty Book Discussions.

  20. Part-time faculty professional development day Every spring, CFI sponsors this day filled with sessions including interactive workshops on effective pedagogies, scholarship and technology. Allows part-time faculty to network with colleagues and share ideas. Attended this function to gather data through overt observation.

  21. Dr. Cara L. Miexner, Assistant Director R. Trevor Smith, Faculty Associate Meet the client:

  22. Dr. caraMeixner Dr. Cara Meixner returned to her beloved James Madison University in 2008 as Faculty Consultant to the Center for Faculty Innovation (CFI) and Assistant Professor of Graduate Psychology. Cara received her BS in Health Services Administration from JMU, her MA in Counseling and Personnel Services from the University of Maryland-College Park, and her PhD in Leadership & Change from Antioch University. Cara has taught courses in research methods, leadership, organizational behavior, hunger and homelessness, and women's studies. She has a penchant for qualitative research and enjoys contributing to the scholarships of engagement, discovery, and teaching & learning.

  23. R. Trevor Smith Trevor Smith is Adjunct Instructor in History. He earned his B.A. from the University of Virginia and his M.A. at James Madison University. His thesis was entitled "Asserting Republican Manhood and Bringing the Bashaw To Reason: The Evolution and Defense of Republican Ideology during America's Tripolitan War, 1801-1805.” Mr. Smith teaches the introductory American Studies course, GAMST 200, Introduction to American Studies. He is a Faculty Associate with CFI.

  24. What is happening? • Receiving outreach • Inconsistent outreach, messaging and communication • Navigating challenges • Student engagement and learning, quality of work-life interaction, and community disconnect • Lack of attendance to current opportunities available for Part- time faculty--what is this due to? (time, availability, etc.) • Developing skills • Needs and interests related to cultivating additional knowledge required for advancing university teaching

  25. What should be happening? • Part-time Faculty should be acknowledged and accommodated through the means of: • Outreach • Communication • Availability of resources • Part-time Faculty should have: • Sense of unity/belonging • Confidence in their knowledge and skills as professors • Materials to reference in times of need

  26. Defining the gap • What is: • PTF feel unimportant, underappreciated, and uninformed • Inconsistent outreach and communication • Minimal resources and guiding materials for PTF • What should be: • Collective unity and sense of belonging among all types of faculty • Effective and reliable cross-communication • Equally distributed and accessible materials and resources Lack of Acknowledgement Strengthened Community

  27. Data collection

  28. Data collection • Qualitative Research • Review of scholarly articles pertaining to Part-time Faculty • Observation of Part-time Faculty Professional Development Day focus groups consisting of the following topics: • Technology • Engaging Students in General Education courses • Ways to Foster Inclusion • Logistics • Supporting other Part-timers • Quantitative Research • Part-time Faculty Needs Assessment survey administered via Qualtrics • Consists of 27 questions • Open- and closed-ended questions • Received 29 responses

  29. Findings/results

  30. From the following list, please select the obstacle or challenge that has MOST prevented you from participating in CFI initiatives.

  31. When it comes to participating in CFI events/initiatives for part-time faculty, would you be willing/want to participate during these times outside of the semester?

  32. Which of the following best describes your employment status? "In addition to my part-time employment at JMU..."

  33. What would make CFI events, programs, and services more attractive to you as a part-time faculty member?

  34. recommendations

  35. recommendations New Part-time Faculty Orientation Refresher Orientation Part-time Faculty Handbook Mentoring Program (Full-time/Part-time) Part-time Faculty On-campus Group (Club)

  36. recommendations New Part-time Faculty Orientation Refresher Orientation Part-time Faculty Handbook Mentoring Program (Full-time/Part-time) Part-time Faculty On-campus Group (Club)

  37. recommendations New Part-time Faculty Orientation Refresher Orientation Part-time Faculty Handbook Mentoring Program (Full-time/Part-time) Part-time Faculty On-campus Group (Club)

  38. recommendations New Part-time Faculty Orientation Refresher Orientation Part-time Faculty Handbook Mentoring Program (Full-time/Part-time) Part-time Faculty On-campus Group (Club)

  39. recommendations New Part-time Faculty Orientation Refresher Orientation Part-time Faculty Handbook Mentoring Program (Full-time/Part-time) Part-time Faculty On-campus Group (Club)

  40. Any Questions?

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