C2 l faculty development presentation by nwcc spring 2011

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C2 l faculty development presentation by nwcc spring 2011

  1. 1. C2L Faculty DevelopmentNorthwestern Connecticut Community CollegehighlightsPace UniversityAndNorwalk Community College
  2. 2. #1 What did you find most interesting or impressiveabout this practice? What did you really like about it? Whatdid you learn by reading about this practice?O Collaborative Practices: We were drawn to both of these practicesbecause they work with cohorts of faculty across disciplines. We feelthis approach provides a unique opportunity to foster collaborativelearning and mentorship among faculty.O Pace – The Teaching Circles consist of three meetings throughout asemester with a group of 10 faculty who are committed to usingePortfolio in an upcoming semester. The goals for the 3 sessions areto: introduce you to all the capacities of the eP, exchange ideas aboutpedagogical issues surrounding it; explore best practices, and planfor using it in the following semester—for a specific course and fordesignated assignments.O Norwalk – In the ePortfolio Introductory Workshop we workwith 10-15 new faculty per semester. Our main goal for theseworkshops is to stir faculty enthusiasm for ePortfolio, get them tounderstand how to use them in their classes, why they should beusing them and the best pedagogy to use in implementing it withtheir students.
  3. 3. #2 What questions does it raise? What would youwant to know more about?O Frontloading: Both Pace and Norwalk do themajority of their faculty development workshopsbefore faculty actually integrate ePortfolio intotheir courses.O Does this provide a key opportunity to build sharedtrust, motivation, and language in advance?O Could this create disconnect between theoreticalapplications and actual practice?
  4. 4. #3 Did you see evidence in the posting thatdemonstrated that the practice was effective? If so, whatevidence was most persuasive? Why?O  Faculty responsiveness: Both Pace and Norwalksurveyed faculty in some format and were able touse what they learned to continue to improve theirfaculty development process going forward. Inboth cases, faculty found the workshopsworthwhile, and that bodes well for sustainabilityand future buy-in.
  5. 5. #4 Think analytically: Assuming this practice is effective,what factors in its design might make it so? Does itdemonstrate any of the Angelo principles we’ve discussed?Does it suggest other principles?O Angelo: Builds shared trust, motivation, andlanguage. Frontloading development allows facultyto “begin with the end in mind” and thus plansystematically. These practices model the kind ofcollaborative learning and reflective thinking thatwe hope to build with our students.O Integrative Learning: Because of the cross-disciplinary nature of the workshops, these facultydevelopment models seem uniquely designed togive birth to integrative learning through facultycollaboration with a common tool, ePortfolio.
  6. 6. #5 Think about your own faculty development practices:How is this approach similar or different? What could youborrow or adapt to use on your own campus?“Don’t borrow, steal!” – Robert FrostOAs we planned our faculty development model at NCCC,we were already familiar with Pace’s Teaching Circles,and we share the tradition of cooperative Center forTeaching activities with Norwalk. So, we knew wewanted to create a collaborative faculty developmentprogram across disciplines and programs. This alsosupports our holistic approach to student portfolioconstruction.OOne key difference is that we plan to work with eachcohort of 10 faculty for a year while they activelyimplement ePortfolio into their classes in twoconsecutive semesters.
  7. 7. #5 Think about your own faculty development practices:How is this approach similar or different? What could youborrow or adapt to use on your own campus?“Don’t borrow, steal!” – Robert FrostOAs we planned our faculty development model at NCCC,we were already familiar with Pace’s Teaching Circles,and we share the tradition of cooperative Center forTeaching activities with Norwalk. So, we knew wewanted to create a collaborative faculty developmentprogram across disciplines and programs. This alsosupports our holistic approach to student portfolioconstruction.OOne key difference is that we plan to work with eachcohort of 10 faculty for a year while they activelyimplement ePortfolio into their classes in twoconsecutive semesters.

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