Program Coordinator 101

1. Program Coordinator 101 John Oughton, Academic Excellence, Centennial College

2. Everything you wanted to know abut program coordination… • But were afraid to ask?

3. Please write down • * Your dream for your program (how would it achieve excellence) • * Top three skills for a coordinator and top three areas of knowledge

4. 1. What is “curriculum: and where does it come from? • Definition: all the learning, intended and unintended, that takes place while a student is enrolled in a course or program. • Intended curriculum is contained in course outlines, assignments, LMS, model routes, documents to the Ministry. • So where does it come from?

5. Many places… • Program outcomes: developed/held by MTCU except for unique programs. Each new program that is eventually offered at multiple colleges usually sets these. MTCU mandates that we express/deliver learning as outcomes: The student will… • EES: MTCU-mandated. Students should advance in all 11 during college, but not necessarily to high level in all. • GNED courses: MTCU-mandated.

6. More places… 4. External accrediting bodies – may set some or all of curriculum, influence evaluation plan, etc. 5. PACs: provide suggestions on revising curriculum to match current workplace/economic realities 6. Program review: program/course mapping, alignment with College/Ministry policies etc. may cause curriculum revisions 7. Faculty’s own knowledge/experience; guest speakers, experiential learning… 8. College may add certain curriculum expectations (e.g. GC&E outcomes/course @ Centennial)

7. THE CURRICULUM JIGSAW • Students often don’t understand how the various courses fit together to make a program… why they need GenEds, English, prerequisites etc…. Do your faculty? • Help new contract faculty see where their courses are on model route, fit into program outcomes, etc. -- perhaps match them with exp’d f-t teachers for this?

8. 2. New Program Development How does one get a new program idea approved and realized? Must first be submitted to your own college – for finances, impact on lab/room space, likely enrolment, competing programs • Then to Credentials Validation Service – to approve program naming, credential granted, curriculum length, model route • - then final approval in your college– added to calendar, set up with Enrolment/Registrar, etc.

9. 3. What’s the point of Program Review? • Accountability – prove that your program is teaching and assessing for the outcomes it claims successful students achieve • Currency – establish that curriculum, resources, teaching are using (wherever possible) latest techniques, concepts, technology etc.

10. More points to Program Review? 3. Consistency: show that your program meets MTCU and College standards for program outcomes, EES, Gen Ed,, and that all outcomes can be shown to be taught and effectively assessed 4. Graduate satisfaction/success: verify that you are preparing graduates for current/near future workplace, helping them market their learning and skills effectively to potential employers 5. Quality: Identify and rectify problems before they become program-killers

11. 4. Onboarding new faculty New faculty (esp. contract) often have little time to learn courses they’ll teach, find resources, populate LMS shells for courses, etc. What can you do to help them and maintain/improve program quality? 1. Have a generic LMS shell for each course – with at least course outline, assignments, readings, etc. pre-loaded 2. Ask current faculty to share lesson plans, case studies, assignments, topical outlines. keep these in electronic file accessible to all, or binder/ folders

12. More onboarding • 3. Prepare a resource sheet/webpage for new faculty: list teaching &learning support/development; research librarians; student tutoring services counselors; College policies; students-with-disability support; LMS and IT support/helpdesk; call-in-sick/weather cancellation protocols; where to get codes for photocopier, log-ins for network, LMS, etc.. Include expectations re grades submission, minimum assignments graded before mid-term, student contact hours, etc.

13. 5. Knowledge Transfer When becoming a coordinator, try to arrange overlap/interview with outgoing coordinator. At least, ask for any files to be passed to you. Do the same for your successor. Document major duties you do, keep back-up file of helpful resources/programs etc. for next coordinator; make sure copies of previous program reviews, resulting actions/follow-up /new program applications are kept

14. 6. Professional Development • As well as not losing sight of your own PD needs, how can you help your fellow program teachers grow? • Ask T&L centre/support (or ask your Chair/Dean to back), customized workshops on what student surveys/KPIs etc. suggest are weakest points in teaching (e.g. too much lecturing, non-engaging activities/resources, not involving whole class, confusing assignments/tests)

15. More PD ideas • Invite guest speakers from industry, T&L centers, etc. • Ask faculty who have been on PD leaves, to relevant conferences, courses, workshops etc. to summarize their learning at brown bag lunch, program faculty meeting, etc. • Subscribe to a couple of professional journals for lounge/lunch room etc.

16. People skills 1. Students upset about another professor’s teaching, assignments, etc.: • let them vent a little, but remind them you have no power over other teachers. They should approach teacher first, then academic mgr. if they are still unsatisfied • 2. Professors complaining about another professor; see above strategy! • 3. When someone seeks your help for an unclear issue: use “open” coaching-style questions if you have time (e.g. What’s stopping you? What do you hope to achieve from that? • 4. But don’t let one or a few students monopolize your time. Esp. if they are not very committed to learning: refer them to other sources of help (e.g. their professor, tutoring, counselling, etc. Be clear about your boundaries (what you will and won’t do) and let others know.

17. More People Skills 4. Students (sometimes faculty?) asking for help with life issues (stress, employment, time mgt., etc.). Refer to the appropriate helping person, counsellor or agency. Know who them are ahead of time so you can make the referral efficiently. 5. What “people skills” have you found necessary beyond these?

18. Time Management Maybe the #1 skill for coordinators: balancing your own course prep., teaching grading, student contact with program needs… and having a little time to east sleep and see your family (optional) Prioritize – pick a fixed number of must-dos. Don’t accept “other dos” unless you expect to have time for them. Coordinating requires referring/delegating, not doing it all yourself!

19. Time Mgt. part 2 • Schedule your weeks: include fixed times when you will do coordinating. If you “withdraw” more time, pay yourself back next week or month.. Don’t let the job consume you! • The Program as Piggy! 

20. Understanding student diversity • International students: often have a variety of stressors – culture shock, language difficulties, homesickness, isolation, financial and/or visa issues, different expectations around teaching and learning, group work… • Second Career: financial/family responsibilities; may doubt their own study/writing skills; age difference vs. classmates; want their experience acknowledged; want to finish and graduate ASAP

21. Students who work/are parents: time mgt./scheduling issues; lack of sleep; may be late for/miss some classes; may require accommodation for cell phone in class. Note: students who work 20+ hrs/wk. at Centennial 2X as likely to have academic difficulties • University grads/ITPs: may express impatience with basic material; resent being partnered in groups with less advanced-students; want their knowledge/credentials respected.

22. Your turn! • What else do coordinators need to do… know … change… to survive and thrive?

23. Students with disabilities: may not always register with CSD until crisis/final project/exam time; may not wish to be “outed” in class or to other students; may require modifications to in-class/LMS materials/activities, etc.; may require reduced course/term load • Students from other cultures: may have different expectations around student teacher relationships (e.g. offer gifts, invite out); may have issues around gender of teachers, other students in groups; may be less accepting of difference in others.