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New Faculty Orientation

New Faculty Orientation

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New Faculty Orientation

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  1. New Faculty Orientation

    Texas A & M University – Central Texas 2012
  2. welcome
  3. Welcome Icebreaker Pre-Assessment—Answer the question, “What would I like to get out of a New Faculty program?” Community of Killeen and surrounding areas
  4. TAMUCT Mission Statements
  5. Connected
  6. Ms. Flores-Nevarez Human Resources
  7. Introduce Mentors
  8. Dr. Peg Gray-Vickrey Strategic Plan—Mission, Vision, Values
  9. Ms. Theresa Newberry and Mr. Brandon Miller Overview of Student Characteristics at TAMUCT.
  10. Communication Technology Introduction of Administrative Assistants
  11. Mr. Todd Lutz Computer Systems
  12. Successful
  13. Dr. Pauline Moseley Starting a new University
  14. Mr. Harold Todd Safety and Security
  15. Mr. Brandon Griggs Student Affairs overview Possible student issues
  16. Ms. Ida McDonald What is available from the Counseling Center?
  17. Counseling Services The Counseling Center &The Community Counseling and Family Therapy Center

    Ida MacDonald, MA Licensed Professional Counselor Director of Counseling Services
  18. Counseling Services: Counseling Center
  19. Mission The Counseling Services mission hastwocomponents: 1. The Counseling Center provides counseling and education to students and employees as well as consultation and training to staff and faculty of in order to facilitate the retention, adjustment and development of members of the University community. 2. The Community Counseling and Family Therapy Center contributes to the education of graduate students through providing a site for counselor trainees to provide faculty supervised counseling to members of the local communities requesting individual, group, couples, and marriage and family counseling.
  20. Counseling Services Helps individuals in the TAMUCT campus community and the area community resolve personal concerns and acquire the skills, attitudes, abilities, and insight that will enable them to meet the challenges of life. The transitions and stresses of life affect all to a greater or lesser degree and may require the help of a qualified professional. A licensed Professional Counselor as well as supervised graduate level counselors in training are available to provide a variety of services for a wide range of concerns in a trusting and confidential setting. Individual sessions are offered to assist TAMUCT individuals within the campus with a variety of personal and academic concerns. Counselors in training are available to assist individuals, couples, and families with a variety of personal as well as marriage and family concerns. Individuals in need of long-term assistance with severe psychiatric conditions may be referred to professionals in the community.
  21. Some common issues that individuals may deal with in counseling include stress management, depression, grief and loss, anxiety and panic, assertiveness skills, conflict management, test anxiety, and relaxation skills. Confidentiality With few exceptions as required by law, all visits to the counseling center are confidential. No information becomes part of a client’s academic record nor is shared with other’s outside of the center without the client’s written permission.
  22. Counseling Resource (Self-Help) Library Located in the Counseling Services suite, North Building, 701 Whitlow Avenue Includes self-help materials concerning: - Topics in psychology - Test preparation - Study skills
  23. Contact Information Counseling Services is located at the North Building, 701 Whitlow Avenue Director: 254-519-5434
  24. Mr. Mark Harris What is available from the Library?
  25. Ms. Hannah Harris Registrar Overview of Scheduling and Rosters
  26. Registrar Overview/Scheduling

    Dawn KhouryRegistrar Rebecca Lopez Assistant Director of Admissions and Records Dawn Brewer Graduation Evaluator Hannah Harris University Scheduler Pearl Steele Assistant Scheduler and Degree Planner
  27. Registrar Overview Maintaining accurate academic records Creating class schedule Official Transcripts Enrollment Verifications Assisting students with registering for classes Certifying Degrees Graduation
  28. Rosters Email sent for preliminary rosters on first school day Preliminary rosters back the following Monday Final rosters due 12 class day (census date) Must be original roster, scans and faxes cannot be accepted No marks on final roster
  29. Final Grades Email sent requesting grades Grades are usually due the Monday after the last day of class. End of Term Processing Roll Grades Run for Repeats Run for GPA Run for Academic Standing and Distinguished Students
  30. Class Scheduling Class schedule will be run through the department for each semester Address classroom needs: computers, projector, number of seats, etc. Email me for room change at any point throughout the year
  31. Ms. Colleen Ward Advising
  32. Tour of Founders Hall
  33. Dr. Yakut Gazi Teaching Online
  34. Dr. Peg Gray-Vickrey Service, Teaching, Scholarship
  35. Dr. Russ Porter Overview of Classroom Success—Better Teaching, Best Practices
  36. Texas A&M University Central Texas

    New Faculty Orientation – August 20, 2012 “Better Teaching, Best Practices” Russell Porter, Ph.D., Ed.D. Associate Vice President of Graduate Studies & Research Professor of Management – School of Business Administration
  37. Texas A&M University - Central Texas Overview of Best Practices (Benchmarks) Welcome! Goals and Objectives Teaching Benchmarks: Lucas & Murry (2011) Teaching Benchmarks: Svinicki & McKeachie (2011) Your Benchmarks: Lessons from the Past? Porter Benchmarks (2004): Cognitive & Affective Objectives Short Exercise: Creating Highest Affective Objective Better Teaching with Research (TAMUCT Research) Better Teaching with Community Service
  38. Goals and Objectives Goals: Vision for the Students = Where Going? Objectives: Mission for the Students = Specific Outcomes Examples for this class Goal (Vision): Better Faculty Teaching Objectives (Mission): Cognitive 6.2 – [Judgment in terms of external evidence] “Judge other faculty teaching to improve individual teaching” Affective 5.2 [Characterization] “Demonstrate personal values in instruction”
  39. Teaching Benchmarks: Lucas & Murry Pp. xii-xiii “….job success. The real imperative is one of adequate timely socialization.” – Learn from others P. 11 “Teaching Culture” – Cognitive Objectives Stressed (Quality Matters), increasing Affective Objectives (as stressed here) P. 36 “Team Teaching” – Helpful when first teaching graduate courses – e.g., MBA in Health Administration P. 42 “Pedagogy” important, but really need to know “Andragogy” or Adult Centered at TAMUCT since most students are non-traditional P. 45 “Good Teaching” in Lecture = 1. Personal Enthusiasm (at least for the content), 2. Clarity of Discourse and Presentation, 3. Preparedness and Organization, 4. Stimulating, and 5. Knowledgeable (Love for the Content = Highest Value)
  40. Teaching Benchmarks: Lucas & Murry P. 45-46 “Good Teaching” Before, During and After Class includes: 1. Accessibility, 2. Sense of Humor, 3. Open mindedness, 4. Rapport, 5. Toleration and Patience, 6. Compassion and Sensitivity, 7. Careful Listener, 8. Active Learning [Approach], 9. High Academic Expectations, 10. Frequent Feedback 11. Respect for Learning Types (see below)
  41. Teaching Benchmarks: Lucas & Murry P. 47 “Superior Teaching” from “…demanding mental effort” [Set the bar high – and make it known] Pp. 47-52 Know when to be flexible – Counter “Pet Peeves” e.g., Material presented too quickly without…pace P. 48 “Know your students” by name, background and their goals to help them – e.g., earliest students still stay in touch P. 51 “Teaching Imperatives” e.g., #9 P. 66 Break up Lecture Learning Curve – use Affective, e.g., learn to say “Hi” – network student to student [Say “Hi, My name is …. (Your name!) to all at your table”]
  42. Teaching Benchmarks: Lucas & Murry Pp. 59-64 “Basic Lecture” (Everyone has their first lecture) Pp. 64-66 “Modify Lecture” – Non-Verbals important to get tone of class – move it faster, slower, eye contact, humor, bring current issue into content – what happened today relevant to this class? Use video in class (and in online class) e.g., You tube or your own video with capture software (Camtasia) – with editing you are always better than in class (e.g., live music v. edited?) Use Active Learning – p. 73 “Engagement” P. 75 “Learn by Doing” with Field Trips, Debate with open forums, and Group activities
  43. Teaching Benchmarks: Lucas & Murry Pp. 78-84 “Group Activities” e.g., Concept Mapping P. 85 Teach to the different Learning Styles P. 85 Gardner (1983) – Verbal, Logical, Visual, Musical** Kinesthetic, Interpersonal, Intrapersonal P. 86 Myers-Briggs (e.g., Porter – ENTJ) Pp. 92-93 Assessment – We all need CQI/TQM as well as our students (improve our students by improving our teaching) Pp. 98-101 “Teaching Ethics” – Yes you can! Pp. 100-101 List of ethical teaching qualities P. 265 Balance Life and Work – “Have Fun” **
  44. A Little “Journey” in Teaching G:Journey Open Arms Russ Playing “Journey’s Open Arms” on a 1987 5’8” Grand, Kimball-Bosendorfer (With a little Improvising)
  45. Teaching Benchmarks: Svinicki & McKeachie Svinicki & McKeachie in-depth on teaching suggestions Pp. xix-xx “Learner Centered” – Student Focused P. 5 “Teaching skillfully may be less time consuming than teaching badly” [but it still takes time to hone teaching] P. 11 Figure 2.1 “8 Concepts of Student Learning” [Book] [Keep a timeline to balance concepts] Pp. 43 onwards – Types of Instruction E.g., P. 43 Socratic – [but with compassion] E.g., P. 47 Participatory with Buzz Groups (small groups)
  46. Teaching Benchmarks: Svinicki & McKeachie P. 110 “Feedback” with 9 points Understandable Selective Specific Timely (maybe most difficult!) Contextualized Nonjudgmental Balanced Forward Looking Transferable
  47. Teaching Benchmarks: Svinicki & McKeachie Pp. 130-131 “Grading” Normative (Curve) or Criterion (Standard) – (Remember – You set the bar) P. 166 – Know different cultural differences Pp. 213-234 Teaching through Writing (20 pp. undergrad? – Capstone?) (20 pp. every course graduate) Pp. 235-236 Teaching with Technology – Avoid overkill Pp. 332-344 “Lifelong Learning” = Better Teaching Conferences on Teaching and Scholarship (Boyer) Additional Graduate Courses (Second Doctorate?) Network, Share, Ask!
  48. Your Benchmarks: Lessons from the Past? ________________________________________________ ________________________________________________ Porter Benchmarks (2004): Cognitive & Affective Objectives Porter, Ph.D., 1994 & Porter, Ed.D. 2004 with creation of Cognitive and Affective Objectives for Health Ethics [Framework for any discipline Objectives – See Handout] Bloom et al., 1956 Cognitive Domain 6 levels 1.00-6.20 Bloom et al., 1956 Affective Domain 5 level 1.0-5.2 [Several revisions to Bloom, including Krathwohl and others. Bloom’s Affective Domain inadequately used]
  49. Short Exercise: Creating Highest Affective Objective Create 3-5 member groups Choose one class from group that will be taught fall 2012 Create an Affective 5.2 level objective for the chosen class Present 1. Class and Affective 5.2 Objective to all 2. Indicate issues when creating the Affective 5.2 Objective (Time: 3 minutes!)
  50. Better Teaching with Research (TAMUCT Research)Better Teaching with Community Service TAMUCT Research – IRB Approved Research (Handout) Community Service – Internal and External Internal: e.g., Committee Work (Slowly but Surely) Internal: e.g., Student Advising (Slowly but Surely) External: e.g., Local Fundraising External: e.g., Regional Academic Officer and Presentations External: e.g., National Officer and Presentations External: e.g., International Officer and Presentations
  51. Individual School Information
  52. The School of Arts & Sciences

    Dr. Larry Garner, Director
  53. The School of Arts & Sciences Departments
  54. Department of Humanities Dr. Jerry Jones, Chair Department of Applied Sciences Dr. Floyd Berry, Chair
  55. The School of Arts & Sciences Undergraduate Programs
  56. Bachelor of Arts English History Bachelor of Science Math Sociology Criminal Justice Social Work Liberal Studies
  57. Bachelor of Science Aviation Science Computer Information Systems Computer Science Applied Arts and Science in Business Occupations Applied Science
  58. The School of Arts & Sciences Graduate Programs
  59. Master of Arts History Political Science Master of Science Mathematics Criminal Justice
  60. THE END
  61. The School of Business Administration

    Dr. Larry Garner, Director
  62. The School of Business Administration DEpartments
  63. Department of Management & Marketing Mr. Lucas Loafman, Chair Department of Accounting, Finance & Economics Dr. Stephan McNett, Chair Department of Computer Information Systems Dr. AnithaChennemaneni, Chair
  64. The School of Business Administration Undergraduate Programs
  65. Bachelor of Business Administration Accounting Finance Economics Management Marketing Human Resource Management Interdisciplinary Business Computer Information Systems
  66. Bachelor of Science Aviation Science Computer Information Systems Computer Science Applied Arts and Science in Business Occupations Applied Science
  67. The School of Business Administration Graduate Programs
  68. Master of Business Administration Master of Science in Management and Leadership Master of Science in Human Resource Management Master of Science in Information Systems
  69. THE END
  70. Post Session Feedback What went well, not so well?