Library

Developing the Center for Teaching & Learning

Notes from the Faculty Development World Cafe February 26 and March 11, 2016.

Please use this form to add your ideas and comments.

Return to the Center for Teaching & Learning.

What are outstanding examples of faculty development? / What were characteristics that made them effective?
  • Applicability
  • Presentation models the teaching technique being taught
  • Creation of an organic community
  • Food
  • Undivided time to focus
  • Good facilitation
  • Common ground for participants
  • Large and small classes
  • National Center for Faculty Development (nonjudgmental training style, motivational, felt “coached” in a highly efficient/effective way
  • “See” another way to do something
  • Compensation for time
  • Specific strategies that apply across disciplines
  • Showcases of teaching effectiveness
  • Mentoring with peer observations/reviews
  • Peer examples
  • Practical, clear takeaways
  • “Like with like” – faculty level, class size, disciplines
  • Colorado State – TILT
  • Good facilitation – tell the audience what the learning outcomes are ahead of time, and then focus on them in the training
  • Highly interactive
  • Data-driven
  • Lots of takeaways
  • Project based models
  • QOLT training was great – hands on practice, time to work, feedback and discussion
What were characteristics that made faculty/professional development effective?
  • Well informed and experienced
  • Not preachy
  • Sympathetic to cross-pressed faculty
  • Understands HSU context (students, faculty, history of FD on campus)
  • Authentic
  • Compassionate
  • Knowledgeable about needs of students
  • Skilled with technology
  • Doesn’t pretend to know everything but knows their stuff
  • Honest about the deliverables they can realistically give
  • Accessible
  • A resource, not an evangelist
  • Facilitate rather than dominate
  • Aware of needs of diverse faculty (faculty of color, women, women of color)
  • Has been a faculty member (understands the demands of teaching/research/service, RTP process)
  • Dynamic
  • Curious
  • Optimistic
  • Critical
  • Creative
  • Credible
  • Collaborative
  • Great communication skills
  • Someone with a record of vision and program building
  • Experience with a teaching and learning center
  • Nurturing, holistic approach
  • Good at networking – campus (faculty and staff), community, CSU system
  • Understands the relationship between technology and pedagogy
  • Innovative
  • Expert in inclusive pedagogy – culturally responsible and accessible teaching
  • Has publications in the scholarship of teaching and learning
  • Can connect the campus to funding resources for teaching and learning
  • Involved in professional development in the field
  • Faculty-driven approaches to assessment (can translate to WASC)
  • Dean of Faculty who is a faculty advocate
  • Innovative thinker re: funding models for FD
  • Someone who can generate a sustainable pool of funding for FD
  • Straddles the sciences and humanities
  • 12 (or 11) month full time position with support staff
  • Good relationship and connection with administration – at the table with leadership
  • To be a key bridge between administration and faculty
  • Understands teaching/scholarship/research/advising/assessment/RTP are a holistic essence of development, not isolated pieces
  • Demonstrated ability to asses learning
  • Strong ability to identify needs assessment
  • Reports to Provost
  • Good listener
  • Authority and ability to set priorities
  • Organized
  • Approachable
  • Able to relate to student perspective
  • Commitment to social justice, diversity awareness
  • Conscientious
  • Open
  • Good at conflict mediation
  • Commitment to high standards
  • Faculty street cred
  • Leadership experience
  • Commitment to stay at HSU
  • Diplomatic
  • Classroom experience
  • Advocate/cheerleader for effective teaching and learning
  • Understands retention and inclusion best practices
  • Need faculty input on the hire
  • “An inspirational teacher, trainer, networker, facilitator, trusted advocate, coach”
What would you like the center to provide? (Faculty responses)
  • Simulations and role playing activities
  • In the classroom activities
  • Facilitation
  • Dialogue
  • Real-world projects
  • Mini-lectures
  • Presentation of information efficiently
  • Mentoring (peer-to-peer, for students, etc.)
  • Practice classroom with technology
  • Safe place for improvement/socializing/networking
  • Website for resources
  • Case studies
  • Space for sharing experiences
  • Mixers, informal club space
  • Activity and motivation, general social support
  • Teaching consultants / hotline
  • Support with promoting undergraduate research
  • Reimagining the First Year – 3-day workshop
  • New faculty orientation – intro new faculty to individuals across campus, make them feel welcomed
  • Support for daily writing practice
  • Training on the dynamics of the academy
  • How to balance areas of activity (teaching, research, service)
  • Healthy relationships with colleagues
  • Understanding institutional history
  • Info on high impact practices
  • RTP info and support
  • Advising support
  • Service Learning training
  • Assigning pre-workshop tasks (to make experiences more efficient)
  • How to integrate Student Services into courses (assignments, one-on-one work, etc.)
  • Grants – writing and finding sources
  • Service – training for what types of service to do and when
  • Cohort training for new faculty – TT and Lecturers together
  • How to bring research and teaching together
  • How to meet students where they are
  • Connecting to the community
  • Faculty appreciation
  • Help with housing and childcare options
  • The art of saying no
  • Understanding the university’s organizational chart
  • Knowing who to help you or to help students
  • Newsletter with timely information
  • Central place for communication
  • Faculty Learning Communities
  • Diversity / Cultural competency training
  • One stop shop
  • How to support students re: career training
  • Physical location
  • Webinars
  • QOLT training
  • Multiple sessions for popular trainings
  • PREP / data training
  • Micro aggression training
  • Summer intensive programming
  • Mid-semester evaluation support
  • Library (physical and digital resources re: teaching in learning)
  • ISS – with great speakers
  • Visiting experts on teaching and learning
  • Scaffolded experiences that build on one another
  • unConference
  • CRI
  • ITEST
  • Blocked time for activity
  • Feedback opportunities once you’ve implemented something new
  • Safe space for experimentation and potential failure
  • Ongoing events – not just one-off activities
  • Variety of experiences – short workshops, ISS, etc.
  • Faculty panels on specific pedagogical practices
  • One-on-one coaching
  • Programming that is inclusive of staff and students who “teach” – facilitators, student trainers, etc.
  • Pedagogy-based mini-curriculum for instructors that leads to a certificate of some kind
  • Careful attention to level of leadership for book circles
  • Asking better questions
  • Increasing student engagement
  • Responding to student writing
  • In-service days focused on development
  • A stable structure supported by administration
  • Scaffolded development – follow up sessions, Level 1, Level 2, etc.
  • One day training for Lecturers on innovations in teaching using the current LMS
  • Summer/winter retreat – full day around a specific theme, time to develop a syllabus/assignment
  • Instructional design trainings
  • eLearning support when creating online classes
  • Good timing – getting info when you need it (semester, in terms of your career, etc.)
  • What is Teaching Excellence?
  • How to Increase Research Production
Workshops
  • Best Practices with Moodle
  • Technology in the Classroom
  • Chair training and mentoring (and pre-Chair, Program Leader, etc.)
  • Info on Open Educational Resources
  • Game-based learning development
  • Integrated curriculum
  • Inclusive pedagogy
  • Cognitive approaches to learning
  • Language acquisition
  • Collaborative writing in the classroom
  • Project management in the classroom
  • Work / life balance – aligning time and priorities
  • Avoiding burnout
  • What am I here to do?
  • Writing groups
  • Leadership in the classroom
  • Networking with K-12 teachers and CR
  • The art of reinventing yourself as a teacher
  • Working with developmental writers
  • Critical thinking and writing
  • Difficult conversations in the classroom
  • Creating connections between students
  • Writing and course design across the curriculum and in the disciplines
  • LMS training, including e-portfolios
  • Universal design for learning
  • Rubrics
  • Community building in NFO welcome
  • Clickers
  • Web development for classes
  • Turnitin
  • Peer reviews
  • Wikis
  • Active Learning pedagogy
  • Understanding teaching evaluations
  • How to give feedback to students
  • How to use group project pedagogy
  • Risk management practicum
  • NFO – acculturation to the university
  • Mentoring – how to BE a mentor
  • Have faculty take classes with students – put teachers in classes as beginning learners, have faculty BE learners
What would you like the center to provide? (Partner responses)
  • Workshops about teaching through community engagement
  • Opportunities for collaboration/co-teaching
  • Curricular integration
  • High impact practices
  • Career education in every discipline
  • Info on what programming is offered through the Library
  • Actionable, project-based models that make sense and move beyond mere “noise”
  • Faculty and ITS wiki
  • Central place for communication, innovation
  • Cross-pollination between faculty and staff development (cultural competency, etc.)
  • Connecting faculty to student services
  • Learning communities (inclusive)
  • Website with information
  • Physical location
  • Career services
  • One-stop-shop
  • Mentoring for all faculty – not just NFO
  • Data-driven resources and offerings
  • Connect subject matter experts with pedagogical experts
  • Learning as an organization
  • Place for networking and socializing
  • Meeting students where they are
  • Connecting to the community
Workshops
  • How do we Teach Sharing?
  • Responding to Needs of Multi-Lingual Students
  • Pedagogy
  • Technology
  • Research & Scholarship
  • Grants
  • Micro-aggression training
  • Advising training
  • Chair training
  • QOLT training
  • Summer intensive programming
  • “Educator” training
General Comments:
  • Some FD centers have grants go through them. This allows a percentage of grants to go to FD and thus are a constant sources of funding for FD / training
  • Importance of institutionalizing mentorship at all stages of career
  • Cohort building at all levels
  • Need strong website – see SFSUs FD website
  • Activities that foster community – i.e. faculty softball or other sporting activities are present on other campuses. Supports wellness
  • Lecturers need better pay, lighter loads, prep units and units devoted to FD
  • Credential program for future faculty
  • HSU should be a member of the National Center for Faculty Diversity and Development
  • Lecturer orientation should be compensated, more welcoming of a cohort, parallel to the TT orientation
  • Staff professional development position as well as FD position – these two would work separately and together. Huge opportunity here with two training/professional development positions in HR about to be vacant…let’s think about how we can seize this opportunity
  • Teaching and learning are two sides of the same coin. Student services have “inside knowledge” about what and how the students are learning in particular classes and why. They can share this knowledge.
  • It is a significant waste of resources to have a separate division for eLearning
  • Instructional designers would be better placed in the teaching and learning center in the library.
  • We are all educators! No need to separate staff and faculty for teaching and learning.