Facutly development observations - spring 2011
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This document summarizes discussions from a forum on faculty development for integrative eportfolios. It outlines several themes discussed, including adoption versus transformation, local versus institutional implementation, and improving faculty teaching versus student learning. Additional themes highlighted trust, redesigning systems holistically, and shifting ownership from support-driven to faculty-driven. The document also lists examples of support structures provided at different institutions, such as workshops, consulting, mentorship, and student assistance. It concludes by posing questions about prioritizing student learning in faculty development, measuring success, and next steps.
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- 1. OBSERVATIONS ON C2L JAM #2: FACULTY DEVELOPMENT FOR INTEGRATIVE EPORTFOLIOS CONNECT TO LEARNING APRIL 18, 2011
- 2. Forum Discussion – 4/7-4/9 Leslie Lieman (Lehman) – themes from the reading Adoption vs. transformation Local (class, program, department) vs. institutional Bottom up vs. top down Short-term vs. long-term Improve faculty teaching vs. improve student understanding/learning
- 3. Additional Themes Trust – willingness to take risks within a community that is supportive AND critical Redesign vs. just “adding on” – a more holistic view of the “system” Ownership – From being support-driven to faculty-driven (Nancy W., Stony Brook) Faculty’s role as a “change agent” on multiple levels
- 4. Digital Stories of Students
- 5. Digital Stories of Faculty
- 6. Opportunities for Synthesis and Collaboration Lillian Rafeldt (Three Rivers CC): multiple sessions for faculty development Lehman (6 sessions ), Manhattanville (4), Pace (3), Johnson & Wales (2 w/online component), TRCC (1 plus mentoring), Tunxis (4) Additional support structures outside of workshops: Individual consulting (IUPUI), mentorship (Hunter), Ambassadors (Queensborough), ePortfoilio Student Team (Virginia Tech), student mentors (Rutgers)
- 7. Questions to continue to explore… How can we, in our faculty development practices, prioritize and foreground the focus on student learning?“ What practices did you see where that is the focus? What else could we be doing in this regard?“ What kinds of reflective prompts and activities are most effective for faculty? (e.g., SFSU’s Guiding Questions, U Delaware’s structured interview protocol) What is the evidence of success and how do we measure and collect this evidence? Your thoughts, questions? What’s next?