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New Faculty Orientation.Dr.Pierce


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New Faculty Orientation.Dr.Pierce

  1. 1. New Faculty Orientation<br />Welcome<br />
  2. 2. Department Coordinators<br />Steve Boyak Technology <br />Kim Corsi Allied Health <br />Mike Kolacz Management/Marketing<br />David LaBeau MBA Program<br />Brian Moore Accounting/Finance <br />Dr. Regina Pierce Math/Science/Social Science <br />Dr. Angie Williams-Chehmani English/Humanities/Languages <br />
  3. 3. Who is Davenport University?<br />Established: 1866<br />Career-Oriented: Business, Technology and Health Professions.<br />Mission: Prepare individuals and organizations to excel in the knowledge-driven environment of the 21st century.<br />
  4. 4. History of Davenport University<br />141 Years as a leader in higher education.<br />
  5. 5. Davenport Pedagogy<br />It is crucial that Davenport University instructors create learner-centered class environments where students have an opportunity to go beyond simple memorization of facts to higher levels of learning: understanding, application, and competence. <br />
  6. 6. Davenport University Pedagogical Philosophy<br />Despite whatever challenges our students present us, Davenport University believes every student deserves a chance to succeed.<br />Faculty must provide safe and advantageous environments in which students can succeed.<br />
  7. 7. Davenport University Pedagogical Philosophy<br />Create learner-centered environments<br />Active Learning to stimulate student creativity and curiosity.<br />Mixture of teaching methodologies:<br />Discussions<br /> Group Projects<br /> Case Studies<br /> Writing Exercises/Essays<br /> Field Trips<br /> Guest Speakers<br /> Lectures<br />
  8. 8. Davenport University Pedagogical Philosophy<br />Use a variety of assessment tools:<br /> Papers<br /> [Encourage multiple drafts]<br /> Presentations<br /> Exams<br /> Discussions<br /> Reviews<br />
  9. 9. Davenport University Pedagogical Philosophy<br />Establish standards <br />[but make sure they can be achieved by appropriate effort.]<br />Encourage, support and challenge students.<br />
  10. 10. Evaluations<br />Coordinator Evaluation<br />Classroom Observation/Assessment<br />Student Evaluation<br />Instructor<br />Learning Outcomes<br />
  11. 11. First Day: Potential Success<br /><ul><li> Be a role model. Admit your struggles with the subject (or other subjects).
  12. 12. Reinforce the appreciation of knowledge and critical thinking.
  13. 13. Remind students of their capability to succeed.
  14. 14. Reflect kindness.
  15. 15. Identify the value and importance of the subject.
  16. 16. Tell the students that their interest and knowledge drive the course.
  17. 17. Allow and encourage students to get to know each other.
  18. 18. Explain the importance of self-management and work habits.
  19. 19. Consider the importance of your own verbal and non-verbal cues. </li></li></ul><li>First-Day: Information<br /><ul><li>Clarify who you are and what class this is.
  20. 20. Discuss the textbook and other materials.
  21. 21. Find out who is a new student.
  22. 22. Provide basic information about the University, especially about the campus’ offices, services, and the Excellence System.
  23. 23. Take attendance.
  24. 24. Read the entire syllabus and explain it fully.
  25. 25. Clarify information about late assignments, assessment methods, and grading standards.</li></li></ul><li>First-Day: Information<br />Talk about office hours and encourage students to use them.<br />Encourage e-mail usage; provide your DU e-mail address.<br />Collect contact information: name, address, current phone number and e-mail address. <br />Review roster ahead of time to prep for student introductions and retain names. <br />Allow students to talk for a few seconds and note associations that may help your memory retain their name.<br />
  26. 26. First Day: Expectations<br />Expectations about the Instructor<br />Be FIRST and LAST.<br />Start on time, and hold class until the posted ending time. Avoid ending class early.<br />Show enthusiasm, especially for the subject.<br />Try to force every student to talk on the first day. <br />Maintain a professional appearance (attire/dress) that sets a professional example for students.<br />Use entire class period!<br />
  27. 27. Course Syllabi<br />Syllabus Template<br />Instructor fills in relevant information.<br />Standardized information does not change.<br />Recommendations to Instructor [RTI] can help instructor design course materials.<br />Learning Outcomes must be met.<br />Required Assessments, if required, must be completed as described.<br />
  28. 28. Davenport Required Assessments<br />Some courses have a Required Assessment assignment.<br />Assessment requirements are set by the University.<br />Instructors return graded Assessments to students.<br />Required Assessments are collected on a cyclical basis for review.<br />
  29. 29. Active Learning<br />Active learning is relevant and authentic learning that stimulates students’ curiosity, creativity, and higher levels of learning. <br />
  30. 30. Classroom Management<br />Techniques for Active Learning<br />
  31. 31. Today’s Student<br /><ul><li>Mostly a new generation
  32. 32. Active life styles
  33. 33. Electronic information exchange
  34. 34. Must be engaged</li></li></ul><li>Active Learning<br />Creating excitement in the classroom <br />The drill of “three to four hour lectures” will not do it<br />Faculty must get up, move around, coach, and mentor during activities<br />
  35. 35. Some Activities That Work<br />The introduction assignment<br />Real world management assignments involving research, report, and PPT<br /> (the students love it)<br />Team case assignments (in and out of class)<br />Send them to the computer lab (trust)<br />
  36. 36. Activities<br /><ul><li>Combined classes for learning and problem solving
  37. 37. Gaming
  38. 38. Build a bridge
  39. 39. Develop a passion for innovation</li></li></ul><li>Questions<br />Any questions or comments about the material covered today?<br />