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NEW COLLEGE FACULTY Professional Development : a blended learning model

NEW COLLEGE FACULTY Professional Development : a blended learning model. Li-Lee Tunceren Lead Faculty Associate, Center of Excellence for Teaching and Learning St. Petersburg College, FLA . Center of Excellence for Teaching and Learning, Est. Jan, 2011.

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NEW COLLEGE FACULTY Professional Development : a blended learning model

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  1. NEW COLLEGE FACULTY Professional Development: a blended learning model Li-Lee Tunceren Lead Faculty Associate, Center of Excellence for Teaching and Learning St. Petersburg College, FLA

  2. Center of Excellence for Teaching and Learning, Est. Jan, 2011 • Board of Directors: 11 faculty members • 2-3 year terms • 1 Lead Faculty Associate • 2-year term • 6 Faculty Associates: campus-based • 1-2 year terms

  3. CETL Goals http://www..spcollege.edu/cetl • Develop and support a standard of excellence for college-wide pedagogical competencies. • Facilitate sharing and enhancing best practices • Serve as an incubator for innovative teaching and learning strategies • Encourage faculty to continually strive for excellence in the teaching, learning and assessment process. • Tie teaching performance to annual evaluation • Digest and disseminate cutting edge research and practical applications • Provide mentoring resources and opportunities for all faculty • Serve as the first-stop for teaching and learning resources (e.g. books, e-resources) • Create online adjunct faculty survival guide • Create CETL resource guide/packets • Collaborate with other departments to identify and collect resources

  4. What do our new faculty need? Teaching Competence & Confidence • Institutional Orientation / Expectations • Classroom and Online Teaching Expertise • Goals for Professional Growth • Paths/Support to Meet and Assess Goals • Collegial Environment • Models and Mentors • Resources and Training • Communication stream / Information

  5. CETL THEORETICAL & OPERATIONALFRAMEWORK: TPACK Technological Pedagogical and Content Knowledge Institution Mishra & Koehler, 2006 2007 Campus Program Personnel Policies Procedures

  6. Pre-service, Summer 2011 • Develop relationships • View other faculty “at work” • CETL mini-grant presentations • Peer observations within discipline • Demo courses in ANGEL (LMS) • Establish mentoring partnership • Complete LMS training • Complete required HR training • Work on syllabi, courses, ancillary materials • Meet f2f in June, July, August • Set up 1st year goals & loose 3-year prof dev plan

  7. Welcome New Faculty & Mentors

  8. Mentors Introduce New Faculty

  9. Fall 2011- Spring 2012 • Develop a flexible and situated understanding of technology and its use in teaching, learning, and assessment in f2f, blended, and online modalities • Work collaboratively within cohort to define gaps and develop solutions to authentic pedagogical problems • Participate in in 3-year course reviews with teams of faculty and IDT’s  new course design/refresh • Shadow faculty exhibiting TPACK competencies; tour their online courses, visit classrooms • Meet regularly with mentor to discuss big picture as well as details • Attend CETL, WITS, QEP, CT workshops

  10. Sample Monthly Module • After completing the online readings and videosin ANGEL • Visit a developmental reading, writing, math or SLS course • Interview a developmental edinstructor • Visit one of the College’s support programs for at-risk students, • e.g. MAX, WOW, SSS • Post to the February discussion board: • 1 recent (2000+) research article in your discipline on teaching at-risk/underprepared students • 1-paragraph summary; 1-par. reaction/application to your own teaching

  11. 1. Tarpon Springs Campus • 2. Clearwater Campus • 3. EpiCenter • 4. Veterinary Technology Center • 5. Seminole Campus • 6. Health Education Center • 7. St. Petersburg/Gibbs Campus • 8. SPC Downtown • 9. SPC Midtown • 10. Allstate Center

  12. Allstate Center Visit

  13. Formative Assessment • Time -- Relevance -- Understanding – Confidence • LOW MODERATE HIGH • What’s working? • Cohort, Mentoring, CETL Information Flow • What can be improved? • Long-time adjuncts could “teach” orientation modules • Add a printed manual to accompany online readings • Provide estimated time to complete modules • Add tutorials on staff central/MySPC • Go over grading, e.g. I, N, WF • Broaden range of disciplines in ex’s • Open all assignments to peer review

  14. Questions, Comments, Discussion

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