Developing Faculty Learning Communities at Two Year Colleges

Author: Susan Sipple
Publisher: Stylus Publishing, LLC.
ISBN: 1579228453
Format: PDF, ePub, Mobi
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This book introduces community college faculty and faculty developers to the use of faculty learning communities (FLCs) as a means for faculty themselves to investigate and surmount student learning problems they encounter in their classrooms, and as an effective and low-cost strategy for faculty developers working with few resources to stimulate innovative teaching that leads to student persistence and improved learning outcomes.

Faculty developers at many two-year colleges still rely solely on the one-day workshop model that, while useful, rarely results in sustained student-centred changes in pedagogy or the curriculum, and may not be practicable for the growing cohort of part-time faculty members.

By linking work in the classroom with scholarship and reflection, FLCs provide participants with a sense of renewed engagement and stimulate collegial exploration of ways to achieve educational excellence. FLCs are usually faculty-instigated and cross-disciplinary, and comprise groups of six to fifteen faculty that work collaboratively through regular meetings over an extended period of time to promote research and an exchange of experiences, foster community, and develop the scholarship of teaching. FLCs alleviate burnout and isolation, promote the development, testing, and peer review of new classroom strategies or technologies, and lead to the reenergising and professionalisation of teachers.

This book introduces the reader to FLCs and to the Scholarship of Teaching and Learning, offering examples of application in two-year colleges. Individual chapters describe, among others, an FLC set up to support course redesign; an “Adjunct Connectivity FLC” to integrate part-time faculty within a department and collaborate on the curriculum; a cross-disciplinary FLC to promote student self-regulated learning, and improve academic performance and persistence; a critical thinking FLC that sought to define critical thinking in separate disciplines, examine interdisciplinary cross-over of critical thinking, and measure critical thinking more accurately; an FLC that researched the transfer of learning and developed strategies to promote students’ application of their learning across courses and beyond the classroom. Each chapter describes the formation of its FLC, the processes it engaged in, what worked and did not, and the outcomes achieved.

To Improve the Academy

Author: Sandra Chadwick-Blossey
Publisher: Jossey-Bass
ISBN: 9781882982769
Format: PDF, Mobi
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An annual publication of the Professional and OrganizationalDevelopment (POD) Network in Higher Education, volume 23 of ToImprove the Academy is a collection of articles that explorethe emerging climate of change is providing a backdrop for theconcerns and constituents of higher education. In particular, theauthors focus on promoting excellence in teaching and learningthrough faculty renewal. To Improve the Academy, Volume 23, describes the ways inwhich faculty development is changing and offers insight on how tomanage these changes. It is divided into three sections Section I, Faculty Development in a Climate of Change:addresses the environment for scholarship and learning, how to leadchange in the culture of assessment, and explains the role ofteaching and learning centers Section II, Quality of Work Life for Faculty and FacultyDevelopers: investigates strategies for creating vital andequitable work environments for faculty Section III, Best Practices for Faculty Development: exploresvarious approaches to faculty development, including the use ofdata, cultivating community, service-learning, and integratingjunior faculty, graduate students, and part-time faculty into theinstitution This book offers an essential resource for improvement in highereducation to faculty and instructional development staff,department chairs, deans, student services staff, chief academicofficers, and educational consultants.

Accountable Teacher Evaluation

Author: Hans A. Andrews
Publisher:
ISBN:
Format: PDF, Docs
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Accountable Teacher Evaluation! is both scholarly and practical. Drawing on his extensive experience, Dr. Hans Andrews sets forth the rationale and the means for faculty evaluation of teachers and professors. The forms, checklists, and flowcharts should prove highly useful to school and university administrators responsible for documenting grounds for dismissal, identifying areas of needed improvement, and recognizing and rewarding faculty excellence.

Adjunct Faculty in Community Colleges

Author: Desna L. Wallin
Publisher: Jossey-Bass
ISBN: 9781882982813
Format: PDF
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The employment of adjunct faculty is often what allows community colleges to offer excellent yet affordable education; however, this group is often deprived of the professional development and basic amenities enjoyed by their full-time colleagues. Academic administrators are those charged with hiring and supervising adjunct faculty, and this book provides them with examples of successful programs that highlight the important connection between teaching quality and effective hiring, orientation, acculturation, and professional development practices for their constituency. These models come from community and technical colleges across the United States and can be implemented into any two-year system. Through the use of research, case studies, and hands-on how-to guides, checklists, and samples, this volume’s expert contributors explain how to understand part-time faculty— how to motivate them and value them as members of the academy. They go on to offer practical advice for recruiting, integrating, supporting, and retaining these great teachers.

Academic Leadership

Author: Deryl R. Leaming
Publisher: Jossey-Bass
ISBN: 9781933371177
Format: PDF, Docs
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As the responsibilities entailed in being a department chairperson are ever evolving, those who occupy the position must continually adapt and build upon their skills in order to meet new challenges and expectations. In the first edition of Academic Leadership, Deryl R. Leaming helped thousands of chairpersons navigate changes in higher education and effectively lead their departments. While maintaining its focus on practical application, this new edition has been significantly revised and expanded to address new aspects of the role of department chairs. Now organized into six parts, the second edition contains best practices and ideas from some of today's leading scholars. It also incorporates information on emerging challenges and expectations for department chairpersons, including Developing a departmental vision Working with constituents Retaining students Conflict management Mentoring faculty Post-tenure review Written to assist chairpersons in carrying out their duties, each concise chapter offers advice and practical suggestions for aspiring, new, and experienced chairpersons. Readers are provided with the expectations of the chair role as well as examples for handling specific tasks. In addition, this book encourages chairpersons to analyze their departments in order to effect improvement and develop their own approaches to solving problems. Featuring useful checklists, tables, and sample forms, this book also provides practical tools on the key areas of chair work—departmental management; interacting with faculty, students, and upper administration; financial matters; legal issues; assessment and evaluation. This invaluable resource will help guide chairpersons through the many responsibilities of their position.