1 / 15

NEW COLLEGE FACULTY Professional Development : a blended learning model

NEW COLLEGE FACULTY Professional Development : a blended learning model. Li-Lee Tunceren Lead Faculty Associate, Center of Excellence for Teaching and Learning St. Petersburg College, FLA . Center of Excellence for Teaching and Learning, Est. Jan, 2011.

ocean
Télécharger la présentation

NEW COLLEGE FACULTY Professional Development : a blended learning model

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. NEW COLLEGE FACULTY Professional Development: a blended learning model Li-Lee Tunceren Lead Faculty Associate, Center of Excellence for Teaching and Learning St. Petersburg College, FLA

  2. Center of Excellence for Teaching and Learning, Est. Jan, 2011 • Board of Directors: 11 faculty members • 2-3 year terms • 1 Lead Faculty Associate • 2-year term • 6 Faculty Associates: campus-based • 1-2 year terms

  3. CETL Goals http://www..spcollege.edu/cetl • Develop and support a standard of excellence for college-wide pedagogical competencies. • Facilitate sharing and enhancing best practices • Serve as an incubator for innovative teaching and learning strategies • Encourage faculty to continually strive for excellence in the teaching, learning and assessment process. • Tie teaching performance to annual evaluation • Digest and disseminate cutting edge research and practical applications • Provide mentoring resources and opportunities for all faculty • Serve as the first-stop for teaching and learning resources (e.g. books, e-resources) • Create online adjunct faculty survival guide • Create CETL resource guide/packets • Collaborate with other departments to identify and collect resources

  4. What do our new faculty need? Teaching Competence & Confidence • Institutional Orientation / Expectations • Classroom and Online Teaching Expertise • Goals for Professional Growth • Paths/Support to Meet and Assess Goals • Collegial Environment • Models and Mentors • Resources and Training • Communication stream / Information

  5. CETL THEORETICAL & OPERATIONALFRAMEWORK: TPACK Technological Pedagogical and Content Knowledge Institution Mishra & Koehler, 2006 2007 Campus Program Personnel Policies Procedures

  6. Pre-service, Summer 2011 • Develop relationships • View other faculty “at work” • CETL mini-grant presentations • Peer observations within discipline • Demo courses in ANGEL (LMS) • Establish mentoring partnership • Complete LMS training • Complete required HR training • Work on syllabi, courses, ancillary materials • Meet f2f in June, July, August • Set up 1st year goals & loose 3-year prof dev plan

  7. Welcome New Faculty & Mentors

  8. Mentors Introduce New Faculty

  9. Fall 2011- Spring 2012 • Develop a flexible and situated understanding of technology and its use in teaching, learning, and assessment in f2f, blended, and online modalities • Work collaboratively within cohort to define gaps and develop solutions to authentic pedagogical problems • Participate in in 3-year course reviews with teams of faculty and IDT’s  new course design/refresh • Shadow faculty exhibiting TPACK competencies; tour their online courses, visit classrooms • Meet regularly with mentor to discuss big picture as well as details • Attend CETL, WITS, QEP, CT workshops

  10. Sample Monthly Module • After completing the online readings and videosin ANGEL • Visit a developmental reading, writing, math or SLS course • Interview a developmental edinstructor • Visit one of the College’s support programs for at-risk students, • e.g. MAX, WOW, SSS • Post to the February discussion board: • 1 recent (2000+) research article in your discipline on teaching at-risk/underprepared students • 1-paragraph summary; 1-par. reaction/application to your own teaching

  11. 1. Tarpon Springs Campus • 2. Clearwater Campus • 3. EpiCenter • 4. Veterinary Technology Center • 5. Seminole Campus • 6. Health Education Center • 7. St. Petersburg/Gibbs Campus • 8. SPC Downtown • 9. SPC Midtown • 10. Allstate Center

  12. Allstate Center Visit

  13. Formative Assessment • Time -- Relevance -- Understanding – Confidence • LOW MODERATE HIGH • What’s working? • Cohort, Mentoring, CETL Information Flow • What can be improved? • Long-time adjuncts could “teach” orientation modules • Add a printed manual to accompany online readings • Provide estimated time to complete modules • Add tutorials on staff central/MySPC • Go over grading, e.g. I, N, WF • Broaden range of disciplines in ex’s • Open all assignments to peer review

  14. Questions, Comments, Discussion

More Related