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					University of Manitoba
                                                129.710
                   Topics in Educational Administration (Readings) 1:
                       Faculty Development in Higher Education
L01                                                                   September - November, 2003


                                            Course Outline


Class time:    Thursdays 5.00 - 8.00 PM                Room:          234 St. Paul's College
Instructor:    Lynn Taylor, Ph.D.                      Office:        220 Sinnott Building
               David Kirby, Ph.D.
Telephone:     Lynn: 474-7456 (on voice mail)          E-Mail:        taylorl@cc.umanitoba.ca
               David: 474-8951                                        dkirby@ms.umanitoba.ca
Course Description
129.710 is designed to introduce you to some of the meanings, practices, and models of faculty
development in post-secondary settings. The course was developed as the core course in a Canada -
EC Program for Cooperation in Higher Education and Training Mobility Project titled “Promoting
faculty development to enhance the quality of learning in higher education”. The Canadian
partners consist of: McGill University (lead Canadian institution), University of Manitoba, and
Université de Sherbrooke. The Canadian Partners are funded by Human Resources And
Development Canada. The European partners consist of: Université catholique de Louvain (UCL)
(lead EC institution) and its Flemish sister Katholieke Universiteit Leuven (KUL), both of Belgium,
Aalborg University of Denmark, and Université de Bourgogne of France. In addition, the project will
include the Réseau romand de Conseil, Formation et Evaluation pour l’enseignement universitaire
as associate partner. Expected project outcomes include an international curriculum in faculty
development.
The proposed curriculum includes a core course in the foundations of faculty development
practice and scholarship, a module on a specialized aspect of faculty development practice, and a
practicum. The core course is a prerequisite to the international mobility aspect of the project,
which will see an exchange of students between European and Canadian institutions. At The U
of M, that course is 129.710.
During the past year, representatives of all partner institutions met to define the knowledge and
skills that should be developed in the core course in the program. 129.710 has been designed to
meet the standards collectively set by the project participants, but will also be of interest as an
academic development opportunity for post-secondary faculty, administrators, and researchers
with interests in supporting faculty development across the career span.
We will approach faculty development from multiple perspectives, including those of society,
institutions, administrators, faculty, and scholars in the area of faculty development. In critically



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examining various perspectives and approaches to faculty development, class members also will
be asked to reflect on their own experiences in higher education contexts. The general goal of the
course is not to promote a single prescriptive approach to faculty development. Rather, each
member of the class will use a broad theoretical framework to develop a workable research-based
approach to faculty development specific to his or her own teaching context. This approach will
be based on a critical review of existing literature and take into account individual learning,
teaching and institutional contexts.
Throughout the course, you should expect to be an active learner, participating in small and large
group discussions to identify and elaborate aspects of effective curriculum development. Your
active participation is essential, since input from the entire group is an important aspect of learning
in this course. Although we will not meet every week, it is regarded as essential that you attend
each scheduled class.
Course Goals
• to assist you in articulating your own philosophy of faculty development.
• to explore relationships among personal goals, institutional missions, and academic cultures in
  determining effective faculty development practices.
• to review current approaches to faculty development at the post-secondary level.
• to acquire knowledge about academic culture, leadership, and faculty development models to
  support the development and improvement of faculty development practice.
• to enhance some of the skills you will require as professionals in the area of faculty
  development, including effective critical thinking, writing, and presentation strategies.
Required Reading
Because this course is designed to meet a unique set of learning needs, the text for the course will
consist largely of a Custom Courseware Package for Course Number: 129.710, Section Number(s): L01,
Topics in Educational Administration (Readings) 1: Faculty Development in Higher Education. This
package is available at the U of M bookstore.
Supplementary articles may be selected, based on the interests of the class.

Office Hours
We are planning to be available for office hours from 3:00 - 5:15 PM on most Thursdays or on an
appointment basis in 220 Sinnott Building (the wing of St. Paul's College facing the Investors’ gym).
We have voice mail and, if we am not in when you call, will return your call within a short time if
you leave a voice message. Alternatively, you can send an e-mail message to either or both of us.
Since most students take this course on a part time basis, we wish to avoid some of the limitations of
set office hours by welcoming your calls or e-mail messages.

Proposed Course Assignments
The assignments for 129.710 are designed to contribute to the development of your learning portfolio
for the course, culminating in the development of a research-based model of faculty development
appropriate to your own faculty development context. Although the final product will depend on the
preferences of each course participant, there will be a number of required elements. The required
elements, listed below, are designed to facilitate the evolution of your own research-based approach
to faculty development.



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5%                  First Draft of Your Faculty Development Philosophy Statement. As in
teaching, the alignment of your personal beliefs and values, knowledge, and practices is critical to
effective faculty development practice. To help you become more aware of your faculty
development philosophy and how it is developing during the course, the first assignment in
129.710 is to compose the first draft of your faculty development philosophy statement. This
assignment is due on September 11.
10%          Interview and Analysis. Interview a colleague in another discipline about the
character of their roles and responsibilities, the expectations that they experience, how they see
teaching roles in their careers, their expectations of students, and the challenges they experience
in their teaching. Analyze the interview data in terms of career development needs in this case and
the best way to approach faculty development in this context. This assignment is designed to
heighten your awareness and skills in listening and in assessing career development needs in
context, and is due on October 23.
15%         Short critiques of 3 articles. This assignment requires three 500-700 word (2 - 3
double spaced pages) critical analyses of how each of three articles (in addition to assigned course
readings) contributed to your evolving approach to faculty development. Each one of the three
articles should be chosen from a different content area in the course: academic culture, leadership,
faculty development theory and practice, and the evaluation of teaching. Each critical analysis
should include both an assessment of the evidence and reasoning underpinning the ideas you are
discussing, and your thoughts on how the reading influenced your thinking on faculty
development in your educational context. It is not necessary to identify every salient aspect of the
reading. Instead, focus on the one or two aspects of the reading assignment that were most
thought-provoking or seemed most relevant to faculty development in your own context. To
support the development of a research-based approach to faculty development, these responses
can be submitted one at a time, at any time up to and including November 13. Criteria for
evaluating critiques are appended. These critiques are designed to promote the critical
examination of assumptions, philosophies and processes necessary to develop a sound approach
to faculty development.
10%         Oral Presentation. In a presentation lasting approximately 15 minutes, each member
of the class will 1) present the main ideas from an article assigned from the “models of faculty
development” section of the readings for the course. 2) Each presentation should be supported by
a one-page, point-form summary to be distributed to the class. 3) Each presenter should formulate
one or two questions to elicit discussion on some of the implications of the article for faculty
development theory, philosophy, and/or practice and lead discussion for a period up to 15
minutes. This option is designed to provide a formal opportunity to practice the presentation skills
important to successfully leading faculty development. Presentations will take place on October
23 and 30. Criteria for evaluating presentations will be developed by the entire group based on
the primary trait analysis approach to developing rubrics.
30%        Presentation of your approach to faculty development. Throughout the course, you
should gradually build your own conceptualization of faculty development by blending theoretical
and practical considerations. The capstone assignment in your learning portfolio will be to
present:
 your faculty development philosophy statement
 a model of the approach to faculty development your would take in your own practice context


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        a rationale for how the model is congruent with your faculty development philosophy and the
         context in which you work.
     In the last class of the course, you will be asked to make a 10-minute presentation outlining the
     approach you would take to conducting faculty development and participate in a class discussion
     of the diverse approaches presented. Detailed evaluation criteria will be provided well in advance
     of this assignment, due on November 27.
     30%        Learning Portfolio. A learning portfolio documents your learning outcomes and
     processes throughout a course. Like a teaching portfolio, it represents not only what you
     produced, but also why you made particular decisions about what to learn, how to learn, and how
     you might apply certain aspects of a knowledge and skill set in developing theory and practice.
     In addition to the assignments outlined above, your learning in this course will be assessed
     through the learning portfolio you will construct over the course of your learning experiences in
     129.710. The learning portfolio contain all of the work you complete in the course, but in
     addition, will be evaluated with respect to two main components:

        weekly reflections on a salient element of readings/class discussion that you will use in
         practice. This part of the assignment is always determined by you.
        weekly tasks designed to support the development of your thinking about the nature of faculty
         development practice and scholarship. These tasks will be completed by each person in the
         course, but the outcomes can be quite varied, depending on your perspectives.
     Learning portfolios are due to be submitted on November 27.
Late assignments
To be fair to all students, late assignments will not be accepted without penalty unless: 1) approval is
obtained in advance of the deadline; or 2) last minute sickness or emergency prevented completion. If
you think you may not be able to complete work on time, please see one of us as early as possible.

Faculty of Education Grading Scale
A+       Exceptional           95+                    C+      Satisfactory           75-79
A        Excellent             90-94                  C       Adequate               70-74
B+       Very good             85-89                  D       Marginal               60-69
B        Good                  80-84                  F       Failure                less than 60



The VW date is November 12.


Plagiarism. In keeping with the University of Manitoba's ROASS policy, please be advised that the
academic community considers plagiarism- "to take the ideas or words of another person and pass
them off as one’s own" (page 24, U of M Graduate Calendar)- as a serious offense, subject to
academic penalty. If you have any questions about how to document your research, including any
graphics that might be useful, please do not hesitate to consult with us.



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Tentative Course Outline for 129.710
 Week            Topic                                Focus                                    Readings and Assignments
Sept 4    Leadership through   Review course outline.                               Portfolio tasks:
          Faculty              Discuss learning portfolios.                         Weekly reflection on a salient element of
          Development          What is faculty development?                         readings/class discussion that you will use in
                               What are the roles of faculty development in         practice.
                               institutions?
          LYNN                 How do these roles relate to institutional           Compose the first draft of your faculty
                               leadership?                                          development philosophy statement (beliefs about
                                                                                    the purpose of faculty development, your goals,
                                                                                    and you strategies for reaching goals). Strive for
                                                                                    congruence across all three elements.
                                                                                    Readings: Taylor & Schönwetter, 2002

Sept 11   External context     What are some of the major external factors that     Portfolio tasks:
                               are influencing decision making in contemporary      Weekly reflection on a salient element of
                               post-secondary education?                            readings/class discussion that you will use in
          DAVID                What is the potential impact of each factor on the   practice.
                               Organization? Students? Faculty? Learning?
                               Administration?                                      Using point form or table format, predict the
                                                                                    impact on faculty development of each of the
                                                                                    external factors examined in class.
                                                                                    First Draft of Faculty Development Philosophy
                                                                                    Statement due.
                                                                                    Readings:
                                                                                    Dill, 1997; Brown, 2000; National Tertiary
                                                                                    Education Union, 2000; Alvesson, 2002.
Sept 18   Internal Context     Influence of institutional culture.                  Portfolio tasks:
                               What do resources such as the University mission     Weekly reflection on a salient element of
                               (stated and practiced), strategic planning           readings/class discussion that you will use in
          DAVID                documents, and other publications tell us about      practice.
                               the culture of an organization?
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Sept 18                       Case Study : Round 1                                  What knowledge and skills do faculty developers
(con’t)                       Influence of institutional and disciplinary culture   need to work effectively in the organizational and
                              in teaching and learning decisions (an in-class       departmental cultures in which they work?
                              case to explore different influences of internal
                              cultures).
                              What are the tensions?                                Readings:
                              What knowledge and skills the faculty developers      Stark & Lattuca, 1997; Paulsen & Feldman, 1995.
                              need to work effectively in culture described in
                              this case?


Sept. 25 Faculty roles and    Case Study: Round 2                                   Portfolio tasks:
         responsibilities                                                           Weekly reflection on a salient element of
                              Changing perceptions of faculty roles.                readings/class discussion that you will use in
          LYNN                The place of teaching and learning roles in           practice.
                              academic career development.
                              Tension and complementarity among faculty             In a table format, identify sources of tension in
                              roles.                                                faculty careers and how each source affects early,
                              Developmental patterns in academic careers            mid and late career faculty.

                                                                                    Readings:
                                                                                    Austin, 2003; Glassick, 2000; Layzell, 1996;Rice,
                                                                                    Sorcinelli, & Austin, 2000.

Oct. 2    Faculty roles and   Guest speakers with administrative and faculty        Portfolio tasks:
          responsibilities    experience.                                           Weekly reflection on a salient element of
                                                                                    readings/class discussion that you will use in
          LYNN                How do faculty members and administrators see         practice.
                              the role of faculty development?
                                                                                    Compare and contrast the views of administrators
                              Articles for faculty development presentations        and faculty about faculty development.
                              will be assigned by draw. Readings on faculty
                              development will be assigned to course                Readings:
                              participants who will be responsible for teaching     Austin,, 2003; Svinicki, 2000.
                              our group important ideas from each article.


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Oct. 2                     Develop a rubric for evaluating presentations on
(con’t)                    October based on the primary trait analysis
                           approach to assessment.
Oct. 9    Leadership and   What are some of the characteristics of effective    Portfolio tasks:
          Change           leadership in academic cultures?                     Weekly reflection on a salient element of
                                                                                readings/class discussion that you will use in
          DAVID            How can these principles and strategies be used      practice.
                           by faculty developers?
                                                                                What are leadership roles do you plan to include
                           How do these principles and strategies compare       in your approach to faculty development, and
                           to the leadership framework presented in the first   why?
                           class?                                               Readings:
                                                                                Farmer, 1990; Fulton& Licklider, 1999; Julius,
                                                                                Baldridge& Pfeffer, 1999; Ramsden, 1998;
                                                                                Rouseff-Baker, 2002.

Oct. 16   Synthesis week   Field work: No Class Session                         Portfolio tasks:
                                                                                Weekly reflection on a salient element of
                           If you have not done so already, please make an      readings/class discussion that you will use in
                           appointment with one of us to review the             practice.
                           development of your learning portfolio.
                                                                                Interview a colleague in another discipline about
                                                                                the character of their roles and responsibilities,
                                                                                the expectations that they experience, how they
                                                                                see the roles of teachings in their careers, their
                                                                                expectations of students and the teaching
                                                                                challenges they face. Analyze results in terms of
                                                                                the career development needs of this person and
                                                                                the best way to approach faculty development in
                                                                                this context. Due October 23.




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                                                                                                                                   8
Oct. 23   Faculty       Presentations on different aspects of and             Portfolio tasks for weeks 8 and 9:
          development   approaches to faculty development:                    Weekly reflection on a salient element of
          models         Basic principles and needs                          readings/class discussion that you will use in
                         Needs assessment                                    practice.
          LYNN           Holistic models
                        In a presentation lasting approximately 15            Include examples of peer assessments given and
                        minutes, each member of the class will present        received during the presentations. Provide a brief
                        the main ideas from an article assigned from the      summary of your reflections on the experience of
                        “models of faculty development” section of the        giving and receiving feedback on the
                        readings for the course. 2) Each presentation         presentations. What did you learn that you will
                        should be supported by a one-page, point-form         use in practice?
                        summary to be distributed to class. 3) Each
                                                                              Include your one-page, point-form summary to be
                        presenter should formulate one or two questions
                                                                              distributed to class.
                        to elicit discussion on some of the implications of
                        the article for faculty development theory,
                        philosophy, and/or practice and lead discussion
                        for a period up to 15 minutes.
                        Peer feedback will be given and received by each
                        participant (practicing feedback).

Oct. 30   Faculty       Further presentations on different aspects of and     See week 8.
          development   approaches to faculty development:
          models         Central vs. local approaches
                         Changing context/changing practice
          LYNN           Program evaluation
                        What questions would you like to ask the panel of
                        experienced developers we will meet next week?
Nov. 6    Faculty       Teleconference with faculty developers at             Portfolio tasks:
          development   different institutions.                               Weekly reflection on a salient element of
          models                                                              readings/class discussion that you will use in
                        Identify critical roles for faculty developers,       practice.
                        create a concept map
                                                                              Using a table format, characterize the roles

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                                                                                                                                   9
                                                                            played by developers in different institutions.
Nov. 6                                                                      How did the experiences of the panel influence
(con’t)                                                                     your own thinking about the faculty development
                                                                            role?
Nov. 13 Evaluation of   Principles and politics of the evaluation of        Portfolio tasks:
        teaching        teaching.                                           Weekly reflection on a salient element of
                                                                            readings/class discussion that you will use in
          LYNN AND      What gets evaluated and for what purposes?          practice.
          DAVID         Changing practices.                                 What is the role of the evaluation of teaching in
                                                                            establishing the status of teaching in universities?
                                                                            Last date for submission of Short Critiques.
Nov. 20 Preparation     Preparation of Model Presentation and Portfolio     Portfolio task:
                        Completion: No Class Session                        What are some of the pros and cons of assessing
                                                                            learning through learning portfolios?
Nov. 27 Model           10 minute (strictly enforced!) presentations of     Portfolio task:
        presentations   each participant’s model, followed by discussion.   Submit portfolio.




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Evaluation Criteria for Short Critiques                                                   129.710

     Criteria
(equal weightings)             A                          B                       C

Identify salient       Clearly states why     Unclear statement        Does not state why
issues                  the article was         of salient issues and     the selected issues
                        selected                /or why the article       are salient and /or
                                                was selected              why the article was
                       Clearly identifies                                selected
                        salient issues

Critical assessment    Provides a clear,      Provides an              Does not provide an
of evidence             balanced                assessment of the         assessment of the
                        assessment of the       quality of the            quality of the
                        quality of the          information               information
                        information             critiqued                 critiqued and /or
                        critiqued                                         reasons for the
                                               Reasons for the           assessment made
                       Provides clear          assessment made
                        reasons for the         are unclear
                        assessment made


Impact of              Clearly states         Impact of reading/s      Impact of reading/s
reading/s on the        impact of               on the development        on the development
development of          reading/s on the        of own approach is        of own approach is
own approach to         development of          unclear                   absent
faculty                 own approach
development



Writing style          Clear introduction,        One or more of         Two or more of
                        body, and                 introduction, body,       introduction,
                        conclusion                and conclusion are        body, and/or
                                                  weak                      conclusion have
                       Correct use of                                      major weaknesses
                        grammar and            Few errors in
                        spelling                grammar and/or             Frequent errors in
                                                spelling                    grammar and/or
                       Smooth transitions                                  spelling
                                               Mostly smooth
                                                transitions                Awkward
                                                                            transitions
                                                                                                 11

Evaluation Criteria for Weekly Reflections in Portfolios                                  129.710

     Criteria
(equal weightings)              A                        B                         C

Identify salient       Clearly identifies      Unclear statement        Does not state why
issues                  salient issues           of salient issues and     the selected issues
                                                 /or why the selected      are salient
                       Clearly states why       issues are salient
                        the selected issues
                        are salient

Critical reflection      Provides a clear       Provides an             Does not provide an
on the personal           assessment of the      assessment of the         assessment of the
relevance of the          personal relevance     personal relevance        personal relevance
issues selected           of the issues          of the issues             of the issues
                          selected               selected                  selected and /or
                                                                           reasons for the
                       Provides clear          Reasons for the           assessment made
                        reasons for the          assessment of
                        assessment made          relevance are
                                                 unclear

Impact of focus of     Clearly states          Impact of the focus  Impact of the focus
reflection on the       impact of the            of reflection on the  of reflection on the
development of          focus of reflection      development of own    development of
own approach to         on the                   approach is unclear   own approach is
faculty                 development of                                 absent
development             own approach




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Description: faculty development in higher education