Promoting Instructional Quality in China’s System of Higher Education

1. Promoting Instructional Quality in China’s System of Higher Education Presenter: Latasha W. Lane, M.A. PhD Candidate The University of Toledo, Toledo, Ohio USA

2. About the Presenter • PhD candidate – Higher Education • The University of Toledo (UT) • Topic: Faculty Professional Development Programs Influence on Teaching Quality of Public Community College Part-Time Faculty • Advisor: Dr. Ron Opp • Part-time faculty member (UT) – 5 years • 17 years experience in higher education - Two-year (community colleges) and four-year colleges • Presidential Fellow – Wayne County Community College District – Detroit , Michigan, USA 2011 China-US Symposium - Ningbo Polytechnic, China

3. Overview of Presentation • Higher Education and China • Quality and Faculty • Western Ideals of Quality Faculty • FOCUS: From INSTRUCTOR to LEARNER • Defining Faculty Professional Development • Approaches and Keys to Faculty Professional Development Programming • Discussion 2011 China-US Symposium - Ningbo Polytechnic, China

4. Higher Education and China • Modern Chinese higher education experienced its greatest transformationin the last 10 to 15 years • Rapid increasesin student enrollment • Spread of available opportunitiesfor citizens in rural areas 2011 China-US Symposium - Ningbo Polytechnic, China

5. Higher Education and China • Increased emphasis on quality over quantity in educational attainment within higher education • Many conversations about educational and institutional excellence are associated with student success • China’s increasing global importanceof its educational system and competitive impacts of educational attainment 2011 China-US Symposium - Ningbo Polytechnic, China

6. Quality and Faculty • Educational and institutional excellence is applicable to faculty populationsand their achievements as well • Presence of a teaching contingency prepared and trained to facilitate learning in the classroom is optimal for student successand continued improvement 2011 China-US Symposium - Ningbo Polytechnic, China

7. Western Ideals of Quality Faculty By Western standards, measures of instructional quality of faculty are generally based on: • Degree(s) earned • Teaching experience • Assessment/evaluation reports 2011 China-US Symposium - Ningbo Polytechnic, China

8. Focus: From Instructor to Learner • Conversations about engaging and involving students are central for instruction • With increased emphasis on student learning outcomes, focus of faculty professional development programming isdirected away from the instructor and towards the learner – the student 2011 China-US Symposium - Ningbo Polytechnic, China

9. Defining Faculty Professional Development • Refers to two concepts typically used separately, faculty developmentand professional development • Combined, they indicate programs and activitiesthat allow faculty to further develop and manage their capacity to have maximum impacton achieving the mission, vision, goals and objectives of a post-secondary college or university. Source: Professional and Organizational Development Network 2011 China-US Symposium - Ningbo Polytechnic, China

10. Source: XinshijiJiaoxueYanjiusuo, 2010 2011 China-US Symposium - Ningbo Polytechnic, China

11. Approaches to Faculty Professional Development Programming • Theory-to-practice based models • Single-day, all-college conference events • Formal program schedule with multiple seminars throughout year • Face-to-face and online delivery formats • Availability of incentives to encourage participation 2011 China-US Symposium - Ningbo Polytechnic, China

12. Keys to Successful Faculty Professional Development Programs • Conduct pre-assessment to determine instructional needs based on college mission and student learning outcomes • Align institutional policies and practices to support faculty professional development programming • Design and implement assessment process to facilitate continuous improvement and quality 2011 China-US Symposium - Ningbo Polytechnic, China

13. References Bloland, P. A. (May/April 1993). Alexander W. Astin. Higher education’s relentless reformer. Journal of Counseling and Development, 71, p. 371-380 Li, Y., Whalley, J., Zhang, S., Zhao, X. (2008, April 18). China’s higher education transformation and its global implications. Retrieved from http://www.voxeu.org/index.php?q=node/1066 Yu, X. (2009). Faculty employment policy shift in Chinese higher education. The Journal of Education, 188, p. 51-62 Mohrman, K., Geng, Y., and Wang, Y. (2011). Faculty life in China. The NEA 2011 Almanac of Higher Education, p. 84-99 2011 China-US Symposium - Ningbo Polytechnic, China

14. Discussion 2011 China-US Symposium - Ningbo Polytechnic, China

15. Thank You! 2011 China-US Symposium - Ningbo Polytechnic, China

16. Promoting Instructional Quality in China’s System of Higher Education Contact Information: Email: latasha.lane@rockets.utoledo.edu EpsilenePortfolio web address:http://www.epsilen.com/llane Presenter: Latasha W. Lane, M.A. PhD Candidate The University of Toledo, Toledo, Ohio USA