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C2 l faculty development presentation by salt lake cc spring 2011

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C2 l faculty development presentation by salt lake cc spring 2011

  1. 1. FACULTY DEVELOPMENTPRACTICES IN SPS &RUTGERSSpring 2011
  2. 2.  What did you find most interesting or impressive aboutthis practice? What did you really like & learn about itthis practice? What questions does it raise? SPS plan for a series of three linked faculty development sessions inJuly, one of which will happen asynchronously online. By the end ofthe three sessions, participating faculty will create assignments thatwill be integrated into their Fall courses. We like that this facultydevelopment exercise is both grounded in the literature on reflectionand focused on producing real results that faculty can useimmediately. SPS’ faculty development sessions raise the question of whetherthree meetings are enough to produce positive results. Will thefaculty be encouraged to share their successes and failures afterthey have tried out their assignments in the Fall?
  3. 3.  Is there evidence that this practice was effective? Explain. What suggestionsmight you make, in terms of future evidence gathering? Does it demonstrateany of the Angelo principles we’ve discussed? Does it suggest otherprinciples? SPS’ faculty development series is to be implemented this summer,so no evidence has been collected yet. They plan on surveying theparticipants at the end of the third session—which is good—but wewould also suggest a focus-group debrief of these faculty at the endof the Fall term. SPS’ faculty development project demonstrates building trustthrough the cohort meetings and building a common languagethrough their grounding in the literature on reflection.
  4. 4.  How is SPS’ approach similar or different to SLCC’s FDP? Whatcould you borrow or adapt to use at SLCC? Offer suggestionsor ideas for further strengthening your C2L partner’s practice? SPS faculty development sessions are similar toSLCC’s four-session series. One suggestion is forSPS to add another session at the end of the Fallterm for this cohort of faculty to get together andcompare their experiences.
  5. 5.  What did you find most interesting or impressive aboutthis practice? What did you really like & learn about itthis practice? What questions does it raise? Rutgers plan to have three learning communities ―formulate theirprogramming and syllabi around environmental themes.‖ Thispractice impresses us because of the communities that it wants to―merge‖ into one larger learning community: sciences; social justice;women and creativity. Rutgers’ learning communities within a larger learning communityinitiative made me wonder what assignments, projects, etc. mightstudents produce? Will the larger community (students) work onassignments/projects together or report to each other on them? Whythese learning communities? Why environmental themes?
  6. 6.  Is there evidence that this practice was effective? Explain. What suggestionsmight you make, in terms of future evidence gathering? Does it demonstrateany of the Angelo principles we’ve discussed? Does it suggest otherprinciples? Rutgers’ environmental focus initiative among learning communitiesis still in development which means that there is no concreteevidence that this practice will be effective – although the potentialfor it to work is great! Rutgers’ design for their initiative demonstrates 1-6 of Angelo’sprinciples. 1-6 are all centered on building trust and making connections. Rutgers cannot make the initiative come to fruition withoutbuilding trust within the learning communities and having thecommunities work together on developing curriculum thatconnects multiple disciplines together.
  7. 7. How is SPS’ approach similar or different to SLCC’s FDP? Whatcould you borrow or adapt to use at SLCC? Offer suggestions orideas for further strengthening your C2L partner’s practice? Rutgers’ approach to integrative teaching and learningproposes to produce the following: ―create a model ofintegrative teaching;‖ develop curriculum using multi-modal strategies; increase student engagement inintegrative learning; foster rich collaboration amongfaculty and students. We want to achieve these samegoals at SLCC.We cannot have meaningful ePortfolio work if wedon’t develop and model these kinds of teaching andlearning methods.

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