our College to give increasing attention to excellence in both
faculty teaching and student learning we must create and continue
to provide a community where these issues can be discussed, shared,
and supported. New tenure-track and non tenure-track faculty in
our College face the same stresses as those described in Boice's
research on new faculty (1992); e.g., devoting large amounts of
time to class preparation, feelings of loneliness, inadequate
feedback and support, and attempts to balance important segments
of their life and work. In addition, new faculty are frequently
unprepared and unfamiliar with the more formal evaluation for
promotion and tenure (p & t).
we are seeking resources to help us: a) identify and develop effective
teaching strategies, b) identify indicators for a multi-dimensional
documentation for assessing effective teaching, c) provide mechanisms
for feedback and monitoring improvement, and d) develop collaborative
relationships (i.e., partners and mentors) for support and guidance
in our teaching.
The four important components are:
To develop collaborative relationships (i.e., partners and
mentors) for support and guidance in our teaching - A first
step in expanding a community for the advancement of teaching
is to provide a network where an exchange of information, support,
advice, and mentoring can occur.
To identify and develop effective teaching strategies -
Approximately 25 tenure-track and non tenure-track faculty will
participate in bi-monthly and monthly workshops on key areas of
enhancing faculty development. We anticipate that through these
forums, faculty members will be able to identify their particular
style of teaching that is both comfortable and effective.
To develop a multi-dimensional documentation for assessing
effective teaching - An important task will be, first, to
identify sources and types of information that are reliable indicators
of teaching effectiveness and, then, to determine how best to
present this information. Possible areas of review are the teaching
statement, course structure, assessment of learning, student participation,
and activities for critical thinking. Methods for gathering evidence
are peer observation, review of the instructional materials, interviews,
examples of student work, early informal feedback, quality circles,
and expert review.
To provide mechanisms for feedback and monitoring teaching
improvement - This has typically been one of the most uncomfortable
and unstructured activities for a faculty member. Possible reasons
for feedback being less beneficial than it might be are lack of
detail in the comments, bias of the observer/reviewer, reluctance
to provide negative feedback, too much attention to content, or
inadequate knowledge of teaching pedagogy. To provide objective
observations, analyses, and constructive feedback, all partners
and mentors will participate in workshops on peer observation,
on review of the teaching dossier, and on providing feedback.