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 A Team Approach to Faculty

Development

Mike Bates | Center for Adjunct Faculty Engagement | Harper College

Integrating full-time and adjunct faculty development efforts

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Forming the Academy for Teaching Excellence

Developing a plan

Supporting new faculty

Integrated development - visions for the future

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“Pockets” of Faculty Development 

Center for Innovative Instruction Instructional design

Integration of academic technologies

On-demand & just-in-time training

Workshops and seminars for faculty

Center for Adjunct Faculty Engagement

Classroom observations Communication and union relations

Workshops for adjunct faculty

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Poll #1

 As Provost, you are tasked with combiningfaculty development under one operational

unit. Keeping in mind that both

departments have operational andprofessional development roles, do you

a. restructure into one department that

oversees faculty development

b. keep departmental structure, but combinefaculty development efforts under a cross-

functional leadership team

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 Academy Leadership Team

Five-person team includes: Leadership from the Center for Innovative

Instruction

Leadership from the Center for AdjunctFaculty Engagement

Distinguished Chair for Teaching Excellence

(faculty member serving 3-yr term)

Collaborates with Faculty Development

Shared Governance Committee

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Forming the Academy for Teaching Excellence

Developing a plan

Supporting new faculty

Integrated development - visions for the future

8/12/2019 A Team Approach to Faculty Development: Integrating Full-Time and Adjunct Faculty Development Efforts (215745798)

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Developing and Selling a Plan

Charged with developing a faculty-drivenplan that also supports the college’s

strategic plan

Framework of plan determined usingnominal group technique

50% of full-time faculty participated in

polling and roundtable discussions

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Curriculum that inspires practice

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Forming the Academy for Teaching Excellence

Developing a plan

Supporting new faculty

Integrated development - visions for the future

8/12/2019 A Team Approach to Faculty Development: Integrating Full-Time and Adjunct Faculty Development Efforts (215745798)

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 Adjunct Faculty Orientation Experience

Online pre-orientation College history and mission

Resources for faculty and students

Tips for getting started

Form for submitting questions

On-campus orientation

IT training

Classroom management / emergency response

 Adjunct faculty panel discussion

12-week online, asynchronous course

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New Adjunct Faculty Online Course

Learning Outcomes examine and articulate their values and beliefs about teaching and

learning within the context of established educational philosophies

identify and utilize institutional resources to support instructional

practice and also address student needs

integrate into classroom practice effective teaching strategies related

to: (a) instructional delivery, (b) formative and summative

assessment, (c) student engagement, and (d) learning environment

facilitation

take advantage of relationships formed within the new adjunct faculty

cohort to support instructional practice and ultimately student

success

Completers earn Certificate for Teaching

Excellence: Connecting to the Classroom.

Voluntary pilot: we expect ~14/35 new adjunct

faculty to complete

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Module Activity/Discussion Posting

Introduction • Introductory discussion

• Lorraine Zinn’s Philosophy of Adult Education Inventory

• Personal statement of teaching philosophy

Institutional

Resources

• Classroom scenarios (with guest facilitator)

• Using institutional resources for students and faculty

• Share and learn (favorite personal resource)

Learning

Environment

Facilitation

• Pre-quiz on Harper College student demographics

• Students from diverse backgrounds

• Writing learning objectives using Bloom’s Taxonomy 

Instructional

Delivery

• Student-centered learning

• Differentiated instruction (content, process, product)

Student

Engagement

• Cognitive and behavioral engagement

• Relational/affective engagement

Learning

Assessment

• Formative assessment

• Rubric creation and summative assessment

New Adjunct Faculty Online Course

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Incomplete

Evaluation

Results

Agree

65%

Neutral

29%

Exploration of personal

teaching philosophy will

impact my approach to

teaching and learning

Module 1 (N = 17)

Agree

59%

Neutral

41%

This module helped me to

establish relationships

with faculty

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I think I liked being forced to articulate what I have used in my

classrooms over the years. Although it is a first draft, it made me

write down my thoughts regarding what I do and how I do it.

 As with most things in life, it seems that there is never enough

time. Being able to fully participate in the discussions requires

checking in everyday to see if you need to answer a response

from another person, and this can be time consuming on top of

teaching and working another job.

Intro/Teaching

Philosophy

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Incomplete

Evaluation

Results

Agree

100%

This module helped me to

identify resources I plan to

use in the near future.

Module 2 (N = 12)

Agree

83%

Neutral

17%

I found the discussion of

hypothetical classroom

scenarios to be valuable.

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Being able to validate my approach to classroom management,

because I saw others with similar philosophies. Since college is

still a new environment for me, these checks can be valuable.

I found the discussion of hypothetical classroom scenarios to be

valuable.

I loved how we shared resources that we use - what a great listto have! 

Institutional

Resources

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Incomplete

Evaluation

Results

Module 3 (N = 9)

Frequently

67%

Sometimes

11%

Rarely

11%

Never

11%

I have previously used

Bloom's Taxonomy to

develop learning objectives

Yes

78%

Not

sure

22%

What I learned aboutwriting learning objectives

will impact the way I plan

for classes and lessons in

the future

Yes

100%

This module equipped

me with strategies to

learn about the unique

needs of my students

L i

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Seeing the input from other disciplines. I've done soooooo much work

with other science teachers. It's nice to see how other teachers

interpret these same concepts and incorporate them into their

curriculum.

This was extremely beneficial to me! I'm going to use my objectives for

my upcoming lesson when I get observed. I had to send course

objectives to my observer, so this made it very relevant for what's

really happening in the classroom.

It would be nice if there were more options for people who are already

familiar with the course content, such as Blooms Taxonomy--or a way

to provide more differentiation in these modules.

Learning

Environment

Facilitation

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Incomplete

Evaluation

Results

Module 4 (N = 9)

Frequently

56%

Sometimes22%

No

response

22%

I differentiate instruction

related to content… 

Frequently

45%

Sometimes

33%

No

response

22%

I differentiate instruction

related to process… 

Frequently

45%

Sometimes

22%

Rarely

11%

No

response

22%

I differentiate instruction

related to product… 

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Breaking down the content/materials of my class into a way that makes surethat I am fitting the needs of multiple learning styles in both the materials

available to them, and also the time-distribution and methods in which the

materials are presented.

I think about [differentiated instruction] in terms of content and sometimes interms of process, but I haven't ever thought before about how to do this in

regards to product. Over the summer, I'm going to reconsider some of my

assignments… 

I think it would have been more meaningful if the module provideddifferentiated instruction, so we could see an example of how an online

lesson could be differentiated.

I would like some more examples about differentiating product, as this is

something I'm fairly unfamiliar with.

Differentiating

Instruction

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Forming the Academy for Teaching Excellence

Developing a plan

Supporting new faculty

Integrated development - visions for the future

8/12/2019 A Team Approach to Faculty Development: Integrating Full-Time and Adjunct Faculty Development Efforts (215745798)

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Visions for the future

Improve online course to appeal to new teachers

and experienced teachers new to Harper

Qualitative analysis of evaluation data to inform

adjunct faculty development

Include new full-time faculty in online courseduring their first-year experience

3 keys – blog to promote access to programming

and continue the discussion

 Adjunct advancement/certification program

Leadership role in fledgling faculty development

efforts; supportive role in established and

successful faculty development efforts

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Thank you.

Mike Bates | Center for Adjunct Faculty Engagement | Harper College