Guiding Faculty to Teaching and Leading Effectiveness

Faculty Development Strategic Plan

Center for Effective Teaching

Hudson Valley Community College


Fall 2004

Faculty Development Strategic Plan/Fall 2004


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Table of Contents

Faculty Development Strategic Plan Committee and Charges 3

Introduction 4

Center for Effective Teaching Goals and Objectives 4

Faculty Development Strategic Plan Overview 5

Teaching and Learning Program 8

Leadership Development Program 10

Motivation for Participation 12

Implementation 13

Assessment 15

Appendices

Goals and Objectives Table Appendix A

Needs Assessment Summary Appendix B

Existing Internal Resources and Offerings Appendix C

External Offerings Appendix D

External Resources Appendix E

Annotated Bibliography Appendix F

Funding Appendix G









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Faculty Development Strategic Plan Committee
Committee:
Strategic Plan Steering Committee Members
Ann Marie Murray Dean, Business and Technologies
Margaret Geehan Technical Assistant - Academics
Lynne J ohns Associate Director for Instructional Support Services and Retention
Carol McCarthy Faculty Liaison, Center for Effective Teaching

Strategic Plan Development Committee
Linda Desnoyers Faculty Member, Radiologic Technology
Susan DiFranzo Faculty Member, Physics
Lisa Giacumo Off-Campus Coordinator and Advisor, Continuing Education
J udith Stamp Faculty Member, Nursing Department
Andrew Schott Faculty Member, History, Philosophy, and Behavioral Sciences
Vonnie Vannier Faculty Member, English Department
Committee Charges

The proposed outline for the plan should include but not be limited to:

A description of the mission and goals of the Center for Effective Teaching
Results of a needs assessment for faculty development on the campus
Supporting documentation from educational research
A faculty developed 2-year curriculum
A central theme identifying the vision of the plan
A defined schedule of faculty development opportunities to deliver the curriculum
leading to a Certificate(s) of Completion.
Connection to the Colleges Institutional Plan, its Goals & Objectives, the Academic 5-
year plan, and the Colleges Mission Review II
Proposed assessment plan
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Introduction

It is critical that community colleges, as well as those who lead, teach, and provide support in
community colleges, continue to grow and evolve in response to community and societal changes.
According to research, professional development can provide the necessary opportunities to meet
this challenge (Burnstad, 2002; Rouseff-Baker, 2002; Sydow, 2000; Watts & Hammonds, 2002). As
Bellanca states,

More than at any other time in their history, community colleges need to plan and
provide comprehensive ongoing professional development programs for their faculty
and staff. Faced with an increasingly diverse student body with varying expectations,
learning styles, and service preferences; new and growing competition; technological
advancements; and changing governmental policies and societal demands,
community colleges can no longer respond in traditional ways. (As cited in Watts &
Hammond, 2002, p. 5)

Hudson Valley Community Colleges Faculty Development Strategic Plan, following the theme of
Guiding Faculty to Teaching and Leading Effectiveness, outlines the direction of the Colleges
comprehensive faculty professional development program for the next two years. Following
recommendations and guidelines outlined in the State University of New York Faculty
Development Initiative, Hudson Valley Community College has created a comprehensive plan to
support the exceptional teaching and leadership that is the cornerstone on which student success and
retention is built. Further, the institution recognizes that investing in its human resources serves the
betterment of the larger society by providing knowledge and skills that are transferable to other
roles that campus personnel play in the community.

The following plan has been designed by faculty, for faculty and is an effort to meet the distinct and
differing needs of the instructional staff, and represents the commitment on the part of Hudson
Valley Community College to foster dynamic, student-centered, comprehensive, and accessible
development opportunities that address the diverse needs of the campus professional community.

Missions, Goals and Objectives of the Center for Effective Teaching and the Institution
The mission of the Center for Effective Teaching is to create opportunities for faculty to share
information about technology, pedagogy, and other instructional resources that encourage
interactive teaching and learning. CET goals that support this mission include:
Providing centralized leadership for enhancing the effectiveness of teaching and learning at
Hudson Valley Community College.
Providing resources and instructional support to assist faculty and staff in achieving
excellence in the teaching/learning process.
Responding to immediate and long range instructional needs that are identified by the
academic community.


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The objectives of the Center for Effective Teaching are as follows:

To develop and implement a comprehensive, cohesive, ongoing strategic
development plan which promotes student-centered learning
To offer workshops which support the current technology
To offer workshops that train for future technology
To mentor faculty on strategies for effective teaching and leadership
To provide opportunities for a range of professional development activities
To provide a facility for research and development

The mission, goals and objectives of the Center for Effective Teaching directly support Hudson
Valley Community Colleges mission to provide dynamic, student-centered, comprehensive, and
accessible educational activities that address the diverse needs of the community. The CET does
this by creating a learning community for faculty and staff inside the broader campus learning
community, emphasizing the importance of on-going and consistent learning for all members of
campus community. (See Appendix A for links of The Center for Effective Teachings mission,
goals and objectives to the goals and objectives of the College, Mission Review II, and the
Academic Five-year Plan (2004-2010).)

Faculty Development Strategic Plan Overview

The Faculty Development Strategic Plan Committee (comprised of Center for Effective Teaching
Faculty Mentors, the Center for Effective Teaching Faculty Liaison, and College non-teaching
professionals) identified student-centered teaching and learning as the philosophy that is to be at the
heart of all professional development offerings and opportunities. From this philosophy, as well as
from a needs assessment regarding faculty development conducted on campus in the fall of 2003,
the Committee recognized seven core competency areas for faculty (See Table 1). (See Appendix B
for summary of Needs Assessment findings.)
Table 1 - Core Competency Areas
Core Competency Rationale Goals
Technology
Keeping abreast of the constant changes
and innovations in educational technology
is essential for faculty development and
can be used to enhance student-centered
learning.
To offer workshops which enable
faculty to use technology effectively in
the classroom to enhance student-
centered learning
To offer workshops which support
current technology
To offer workshops that train for future
technology
Pedagogy
Many faculty members who teach at the
post-secondary level have never received
formal training in educational delivery.
Both new and experienced faculty can
benefit from training based on traditional
and current educational theory and
research.


To enhance and promote excellence in
teaching and learning
To supply the necessary tools for faculty
to maximize student-centered learning
To provide tools for faculty to assess
student outcomes

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Classroom Management
Post-secondary students, particularly at
community colleges, are a diverse and
challenging population. Understanding
how to manage, engage, and motivate
these students is essential to student-
centered learning and institutional success.
To demonstrate effective planning and
organizing skills for efficient classroom
management
To illustrate principles which lead to
creating a comfortable learning
environment for students
Leadership
Leadership training will provide faculty
with essential leadership skills that are
valuable in the classroom as well as for
participation in numerous campus
initiatives. In addition, while many
institutions future academic leaders will
come from the ranks of faculty, this group
has often received little formal training in
leadership, and the development of
leadership skills is essential to leadership
success.
To examine and develop techniques and
tools for leadership roles in the
classroom, for committee work, and for
other settings and situations that benefit
by or require effective leadership skills
To create a forum for thoughtful
examination and reflection on the role
and responsibilities of
faculty/department chairs
To identify individual strengths and
development of needs based on a variety
of assessment tools and feedback from
colleagues
To establish a network and support
system across campus to enhance
communication

Mentoring
One of the most effective learning
strategies is the transfer of knowledge and
skills that takes place in the mentor
relationship. Work between seasoned
faculty and their juniors is a mutually
beneficial relationship that also serves to
foster collegiality and enhance
departmental and teaching effectiveness.
To support departments in their
mentoring activities
To acquire knowledge about ways in
which mentoring may support
individuals in their department or
discipline by exploring mentoring traits,
and understanding the gaps in current
mentoring models as they apply to
faculty
To develop increased understanding of
the factors that make mentoring
successful from both the mentors and
mentees perspectives


Presentation Skills
Many faculty members who teach at the
post-secondary level have never received
formal training in presentation skills.
Both new and experienced faculty can
benefit by developing their platform skills.
To develop an enhanced presentation
method applicable to our audience
To help faculty develop confident and
effective presentation skills
To encourage faculty participation
which utilize their expertise and
presentation skills within the college
and community

Interpersonal and
Intrapersonal Development
Personal development is an integral part of
professional development. Faculty will be
given an opportunity to benefit from a
variety of development initiatives, from
communication skills to time management
skills.
To support faculty and department chairs
in developing and assessing effective
personal skills


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Beginning in spring 2005, all individual offerings through the CET will be identified as belonging
to one of the core competency areas: Technology, Pedagogy, Classroom Management, Leadership,
Mentoring, Presentation Skills, or Interpersonal/Intrapersonal Development (see Appendix B for a
sample of course offerings). Faculty will be encouraged to use the core competencies as a road map
to holistic professional development, not unlike the way SUNY General Education Requirements
provide students with a roadmap to a broad spectrum of educational experiences. New faculty will
be introduced to the Center for Effective Teaching and upcoming development opportunities during
New Faculty Orientation and will be encouraged to consider the core competencies when
participating in training offerings.

In addition, the two-year strategic plan seeks to integrate the following existing and new faculty
development program components so that each individual program or offering is representative of
the shared philosophy:

Teaching and Learning Program (new)
Leadership Development Program (new)
Individual Training Sessions (new and existing)
Distance Learning Offerings (new and existing)
New Faculty Orientation (existing)
Faculty Workshop Day (existing)
Faculty Handbook (existing)
Adjunct Website (new)
External Professional Development Opportunities (existing)
Overall Assessment Plan for the Center for Effective Teaching Faculty Development
Program (new and existing)

All existing programs will be reexamined to ensure that individual offerings are part of a broad,
connected experience (for existing internal resources, including CET offerings in individualized
competency areas, see Appendix C). Each session, regardless of content, will include activities,
materials, and information related to faculty and student success and the realization of the goals and
objectives of the CET and the Faculty Development Strategic Plan. Diverse delivery modalities will
be explored in an effort to reach faculty who teach part-time, off-site, and/or at non-traditional
times. External professional development opportunities that are consistent with the philosophy will
also be identified and supported as part of the full spectrum of offerings (for a sample of external
development opportunities, see Appendix D).

In addition, a website devoted to adjunct instructors will be developed and established, as well as
two new packaged programs leading to the certifications of completion. The Adjunct Website will
be dedicated specifically to the needs of the Colleges adjunct instructors, who, despite the fact that
they make up over half of the Colleges instructional staff, can often feel disconnected from the
institution, and will include such resources as a must do checklist, information on important
policies and record-keeping activities, faculty resources and services, and departmental-specific
information. (A detailed description of the Adjunct Website is included with the internal resources
in Appendix C.)

The two new programs, the Teaching and Learning Program and the Leadership Development
Program, will be piloted in spring 2005 and fall 2005, respectively. Each program will have
Faculty Development Strategic Plan/Fall 2004


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minimum requirements that, when met, will lead to a certification of completion. Faculty and staff
members who complete either program will be recognized in College-wide ceremonies, including
the Faculty Honors Convocation held in May of each year. Detailed descriptions of the new
Teaching and Learning and Leadership Development certification of completion programs follow.

Teaching and Learning Program: Guiding Faculty to Teaching Effectiveness
(Leading to a certification of completion)

It is the supreme art of the teacher to awaken joy in creative expression and knowledge."
(Albert Einstein)

Introduction

Hudson Valley Community College considers the teaching faculty among its greatest assets towards
accomplishing the mission of the college to provide dynamic, student-centered, comprehensive,
and accessible education that meets the diverse needs of the community. Our faculty development
program seeks to present teachersnew and veteran, part- and full-timewith the resources and
opportunities necessary to improve their craft while becoming more self-aware and confident in
their roles as Hudson Valley Community College faculty members.

Research indicates that comprehensive professional development for veteran, newly hired, and part-
time instructors increases retention of students and faculty and is a vital component of an academic
community that enhances student learning and fosters institutional growth. The number of part-time
faculty at colleges continues to rise and growth projections support the sustained use of adjunct
faculty across campus, compounding the need for comprehensive and integrated development
opportunities that provide both theoretical foundations and practical skills that are of immediate use
to faculty members. Furthermore, professional development opportunities reinforce the valuable
role of part-time faculty and help to integrate part-time faculty into teaching culture of the college.

While faculty development programs on other campuses may emphasize competency areas that
differ from what has been identified herein, the committee, possessing an understanding of the
unique and diverse needs of Hudson Valleys teaching population, believe that these areas best
characterized a program that would benefit all faculty populations of this institution. These areas,
and the specific offerings contained within, will provide participating faculty members with a
knowledge-base and proficiencies that are transferable to other educational, professional, and
personal settings creating a ripple effect throughout the communities and other organizations in
which Hudson Valley Community College faculty members also participate.


Program Goal

To deliver a deliberately structured faculty development experience around issues of teaching and
learning that leads to a certification of completion.
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Program Purpose and Description

The purpose of the Teaching and Learning Program is to encourage and reward faculty for
strategically developing their teaching skills in three key areas: Pedagogy, Classroom Management,
and Integrating Instructional Technology. The program is designed to support instructional practice
by providing an opportunity for both new and experienced faculty to engage in discussions about
teaching and learning and to participate in training related to adult learning, educational theory, and
instructional technology.

Faculty participants in this program will self select from a variety of professional development
opportunities in the three key areas (See Table 2). Faculty will have the opportunity to customize
their program to meet their individual instructional needs.

Table 2 Teaching and Learning Certification Program Key Areas
Topic Area Rationale Suggested Topics
Pedagogy
Both new and experienced faculty can
benefit from training based on traditional
educational theory and current research.
The Living Syllabus
Learning and Teaching Styles
Adult Learning Theory
Assessing Student Learning
Student Centered Learning
Becoming the Guide on the Side

Classroom Management
Post-secondary students, particularly
community college students, are a diverse
and challenging population.
Understanding how to manage, engage,
and motivate these students is essential to
student-centered learning and
institutional success.
Conflict Resolution
Student Diversity
Disabilities and Legal
Implications
Handling Difficult Students
Understanding the Community
College StudentMaking
Connections
Presentation and Platform Skills
Integrating
Instructional
Technology

Effective integration of technology in
classroom instruction serves to guide,
expand, and enhance student-centered
teaching and learning. Faculty will be
given the opportunity to learn how to
integrate different types of technology
into their instructional plans.
Effective Research Using the
Internet
Using Blackboard to Enhance
Your Courses
Using Technology to reach a
broad spectrum of learners.
Available Classroom technology:
(Instructor Console, United Streaming,
Mobile Computer Units, Smartboard ,
PowerPoint, etc.)

Pedagogy courses will help faculty understand educational theory and teach in a student-centered
fashion. Classroom Management courses will help faculty relate to the diverse students
encountered in a community college setting creating an open and welcoming environment for all
students. Integrating Instructional Technology, rather than providing software training or training
with technological devices, will help faculty use technology as part of student-centered classroom
lessons.

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To attain the Teaching and Learning Program certification of completion, participants will take six
three-hour courses from the three topic areas. In order to ensure a well-rounded development
experience, faculty chooses from the following:

2 courses from Pedagogy
2 Courses from Classroom Management
1 Course from Integrating Instructional Technology
1 additional Course from any of the three areas


Substitutions for CET courses, such as discipline specific conferences, seminars, workshops,
courses, etc., will be accepted to satisfy up to 50 percent of each category, subject to approval by
participants department chairs or supervisors. If possible a faculty mentor will be assigned to assist
faculty members in customizing individual programs and to track successful completion of the
program.

Leadership Development Program: Guiding Faculty and Staff to Leading Effectiveness
(Leading to a certification of completion)

Leadership is the engagement of all in the construction of meanings that lead toward a common
organizational purpose. (Lambert et al. 2002)

Introduction

Developing leadership skills can promote personal and professional growth for all college personnel
in all positions. Hudson Valley Community College believes that leadership skills are invaluable
both to the institution and the individual and has created a Leadership Development program
leading to a certification of completion that seeks to provide college personnelfaculty, non-
teaching professionals, and staffwith opportunities and resources to develop leadership
knowledge, skills, and potential. Because leadership emanates from all levels of an effective
organization, understanding of and experience in areas such as supervision, conflict resolution,
mediation and negotiation, and policy and legal issues can benefit the job performance and
satisfaction of all Hudson Valley Community College faculty, staff, and administrators. In addition
to providing faculty with essential leadership skills that are valuable in the classroom and that can
enhance teaching and learning, leadership training can provide all College community members
with various leadership-related skills valuable for participation in numerous campus initiatives.

In addition, community colleges are experiencing an unprecedented administrative turnover as
college administrators age and retire (Amey, VanDerLinden, & Brown, 2002, Cooper & Pagatto,
2003). To meet the challenge of developing leaders who understand and support the mission of
community colleges and the success of their diverse student population, community colleges must
take responsibility and become proactive in the development of leadership, playing a role in
producing the next generation of community college leaders. Although many future community
college leaders will come from the faculty ranks, there has been little or no formal training available
to this group. Historically, the development of community college leadership has been a mix of on-
the-job training, graduate education, and short-term, discrete, unconnected leadership-related
training opportunities (Piland & Wolf, 2003). Instead, Piland and Wolf recommend that community
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colleges need to formalize leadership development policies and develop carefully constructed
programs implemented at the institutional level to effectively develop leaders among faculty,
support staff, and administrators.

Program Goal

To deliver a deliberately structured experience for faculty and non-teaching professionals who are
interested in developing their proficiency in issues around academic leadership.

Program Purpose and Description

The purpose of the Leadership Development certification program is to encourage college personnel
to develop leadership skills in three key, encompassing areas: College Policy and Legal Issues,
Administration and Management, and Interpersonal Effectiveness. The certification is intended to
provide opportunities for faculty, staff, and administration to realize and develop leadership skills
and encourage professional and personal growth.

Program participants will choose from a selection of offerings from the three key areas (See Table
3) with the option of customizing their program choices to meet individual goals and objectives.

Table 3 - Leadership Development Certification Program Key Areas
Topic Area Rationale Suggested Topics
College Policies and
Legal Issues
Understanding the environment is a key
to good decision-making that protects the
individual and the institution. College
policies and education law are central to
state funded institutions, and
understanding their applications and
implications is critical for college
personnel.
Right to Privacy Act/FERPA
College Academic Policies
Legal Issues and the Academic
Institution
Unions and Contracts
State and Federal Regulations
Administration and
Management
Campus administrators are routinely
called on to be specialists in their areas,
and also generalists for the campus at
large. Administrative tasks can range
from relatively simple, independent tasks,
to complex, collaborative projects--often
in the course of one day. Workshops in
this area will focus on becoming adept at
managing time, tasks, and using campus
resources effectively.
Budgeting
Specific Technology: Banner, Excel,
PowerPoint
Multitasking and Time Management
Goal setting and planning
Campus Resources
Project Management
Interpersonal and Intrapersonal
Effectiveness
Interpersonal and intrapersonal skills are
the bedrock of good leadership.
Awareness of self and others is a
necessary competency for those who are
entrusted to supervise and lead others in
an organization.
Communicating effectively
Conflict Resolution
Decision-Making
Team-Building
Leadership Theory
Leadership Styles
Supervision
Presentation and Platform Skills



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College Policy and Legal Issues will introduce participants to the federal and state regulatory
environments in which institutions of higher education operate, major constitutional issues involved
in college student affairs administration and an understanding of the basic liability and contractual
issues involved in the operation of a postsecondary institution. Administration and Management
offerings will focus on areas and skills such as project management, technology, and prioritizing,
and Interpersonal and Intrapersonal Effectiveness offerings will provide participants the opportunity
to develop such skills as conflict mediation, negotiation and resolution, decision making,
communications, crisis management, presentations, and team building.

In order to complete the Leadership Development Program, participants will take six three-hour
courses from the three topic areas to ensure a well-rounded development experience. Faculty may
choose from the following:

2 courses from College Policy and Legal Issues
2 courses from Administration and Management
2 courses from Interpersonal Effectiveness

Substitutions for CET courses, such as discipline specific conferences, seminars, workshops,
courses, etc., will be accepted to satisfy 50 percent of each category, subject to approval by
participants department chairs or supervisors. If possible, participants will work with a mentor to
customize individual programs and to track successful completion of the program.

Motivation for Participation

The new Faculty Development program is designed to be flexible and convenient, offering faculty
both intrinsic and extrinsic rewards for their participation. Program features include:
Targeted professional development
Customization for individual needs
High Accessibility

Targeted Professional Development

The Faculty Development Program is designed to have direct impact on teaching effectiveness.
Program benefits will be measured through self-assessment by the participants. Benefits of
participation include:

exposure to a variety of pedagogic techniques that enhance student learning
opportunities to learn effective incorporation of student centered learning into classroom
instruction
potential improvement of student engagement and retention
opportunities to learn effective incorporation of the latest technology into classroom
instruction
potential improvement of job satisfaction as teaching becomes more effective, enhancing
the classroom experience
improved opportunities to network, share ideas, and share resources with colleagues
exposure to leadership parameters
opportunities to develop leadership skills
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A CET Teaching and Learning certification of completion and Leadership Development
certification of completion will provide a positive addition for employees resumes, vitas, tenure
portfolios, and promotional packets. Each faculty or staff member who completes either certificate
will be recognized at College-wide ceremonies as well.

Accessibility

1) The program will be highly accessible. Faculty will be able to participate in development
opportunities scheduled throughout the semester during the day, evening, and weekend. When
appropriate, development workshops will also be provided through web-based instruction that
can be accessed at any time.

2) Program and workshop information will be published and regularly updated on a centralized
website. The website will include but is not limited to a database to track individual progress, a
schedule of campus wide development opportunities, workshop descriptions, and contact
information.

3) Information will also be available on the website, including links to a variety of web resources
as well as relevant articles and cutting edge research on effective teaching (see Appendix E and
Appendix F, respectively, for External Resources and an annotated bibliography of related
professional development research).

Customization of the Teaching and Learning Program

1) Program offerings will be designed by faculty, for faculty. There will be a continuous
process of soliciting feedback from faculty on current and desired programs. Revisions of
current offerings and additional programming will be made based on that feedback.

2) The program will include outreach to individual departments. Department Chairs and
faculty will be invited to identify specific training needs on relevant issues. Departments
will have an opportunity to request training to be delivered during departmental meetings.

3) Participation provides an opportunity to work with a faculty mentor to strategically plan a
personalized faculty development program. There will be a variety of options from which
faculty can select for their certificate program, so participants can customize their program
to meet their specific needs.

Implementation

The Vice President of Academic Affairs has created a Faculty Development Steering Committee to
direct and oversee the implementation of the Strategic Plan for Faculty Development: Guiding
Faculty to Teaching and Leading Effectiveness.

The charges of the committee are as follows:

1) To drive the decisions regarding offerings and directions for faculty development
Faculty Development Strategic Plan/Fall 2004


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2) To direct the CET in the implementation of the offerings
3) To identify the faculty development needs of each members representative area
4) To recommend opportunities for grant acquisitions
5) To respond to directives from the Vice President of Academic Affairs

The Faculty Development Steering Committee consists of the following members: Deans from the
Schools of Business and Engineering and Industrial Technologies and the Schools of Health
Sciences and Liberal Arts and Sciences; Faculty Liaison, Center for Effective Teaching; Associate
Dean of Instructional Support Services and Retention; Faculty representation from Business,
Automotive, Health Sciences, and Liberal Arts, Department Chair representation from the Schools
of Liberal Arts and Health Sciences and the Schools of Business and Engineering and Industrial
Technologies; Teaching Technical Assistant from Academics, and Director of High School
Program and Educational Outreach.

The CET Faculty Liaison will play a pivotal role in the implementation, delivery and assessment of
the program. The CET Faculty Liaison responsibilities will include: recruit participants into
certification programs, assess participants training needs/wants, oversee participant program
advisement, program assessment, tracking program progress for individual participants, and
compiling lists of participants who completed certification programs.

The Teaching and Learning certification of completion program will be introduced during Faculty
Workshop Day, February 16, 2005. Three new courses (one from each category) will be offered
prior to August 31, 2005. The three-hour courses will be developed by faculty, with CET offering a
$600 stipend for the development of the curriculum and coursework associated with a course.
Faculty would receive the current workforce development rate (approximately $50 per hour) for
teaching the course.

The Leadership Development certification of completion program will be introduced at the All
College Meeting in fall 2005. During that semester, three leadership courses will be offered along
with three new Teaching and Learning courses for a total of six courses. In spring 06, three new
Leadership courses would be offered along with the three Teaching and Learning workshops
offered the previous spring, and, starting in fall 2006, six Teaching and Learning workshops and six
Leadership courses will be offered across the academic year.

New
Courses
Spring
05/X05
Fall 05 Spring
06/X06
Fall 06 Spring
07/X07
Teaching/Learning 3 3 3 3 3
Leadership 0 3 3 3 3

The Center for Effective Teaching will continue to run regular workshops provided by the faculty
mentors.

A number of activities outlined herein will require funding over and above the current Center for
Effective Teaching budget. Currently, there are various professional development funding sources
available through the College, including SUNY tuition waivers and reimbursements and the
Presidents Innovation Fund. For a comprehensive list of available funding see Appendix G.

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Overall Assessment Plan

Assessment of professional development activities is a necessary feature that ensures existing
programs and practices are meeting the goals and objectives of the faculty development plan. A
strong evaluation and assessment component will also help administrators of this program to stay in
tune and responsive to the changing needs of stakeholders, such as: individual faculty members,
department chairpersons, administrators, and academic departments.

For assessment activities to yield useful results, a blend of formative and summative evaluations
that seek to gather data from four levels of program outcomes are recommended (Kirkpatrick,
1971):

Level One Reaction Data measures participants satisfaction with program
Level Two Cognitive Data - measures program influences on changes in knowledge and
attitudes of participants
Level Three Behavioral/Performance Data measures the activities conducted by the
participant after the training that can be attributed to the development
program
Level Four Outcome Data measures the influence of the program on the participants
career

Methodology

1. Pre-Test, Post-Test, Delayed Post-Test
Session instructors will be asked to administer a brief pre-test and post-test immediately
before and after the session is conducted. The pre-test instrument will prompt participants to
self-assess their existing knowledge of the topic, perceived utility (walk-away value) of the
content in their daily teaching activities, perceived long-term benefits of workshop content,
and their personal objective(s) for taking the session. The post-test instrument will prompt
participants to rate their satisfaction with the workshop based on what content was
presented, the immediate value of the content in their teaching, the long-term value of the
content to their teaching, how the content fit with their personal objectives, and any
perceived gain in teaching efficacy.

A delayed post-test will be sent out at the end of each semester to gather the same data as the
immediate post-test for comparison purposes.

The instruments will be designed with 7-point Likert Scale ratings, with space for open-
ended comments.

2. End of Session Evaluation Forms
The current form used to evaluate the session and instructor will continue to be employed at
the end of each session.

3. Professional Development Advisory Committee
An advisory committee will be formed with faculty and/or department chair representation
from each school (Liberal Arts, Business, Health Sciences, and Technology) to guide future
Faculty Development Strategic Plan/Fall 2004


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strategic planning efforts. This group will also be charged with evaluating the current and
future goals of the faculty development program, and making recommendations for future
directions of the Center for Effective Teaching offerings.

4. Faculty Focus Groups
Workshop participants will be invited to participate in focus groups during the fall and
spring semesters. These focus groups will be evaluative in nature, offering participants an
opportunity to suggest improvements to the offerings, and programs for future semesters.
Faculty Development Strategic Plan/Draft/Fall 2004

Appendix A

The Center for Effective Teaching goals and objectives link to Hudson Valley Community College, Mission
Review II, and the Academic Five-year Plan goals and objectives as follows:



Hudson Valley Community
College Goals
Mission Review II
2005 2010
Academic Five-Year Plan
2004 2010
1. To enhance and promote excellence in
teaching and learning
1.1 To institute an integrated academic
and administrative infrastructure that
makes optimal employee support a
priority.
1.2 To support faculty with the necessary
resources for professional and personal
development.
1.3 To develop effective teaching and
learning methods that will assist the
college in adapting to changing student
academic needs.
1.5 To explore thoroughly all aspects of
new educational delivery systems prior
to implementation.
1.6 To create an academic atmosphere
that encourages and supports innovation
in the teaching and learning
environment.
1.7 To assess effectiveness in the
teaching and learning environment.
1.9 To provide and maintain a classroom
environment that is conducive to
teaching and learning.
2. To develop and support a student-
centered collegial environment
3. To promote the integration of pluralism
within the college community
4. To create and sustain a technological
environment that is supportive of academic
and administrative needs.
4.2 To promote computer competency
for students, faculty and staff
To provide a supportive environment for
the development and implementation of
distance learning opportunities
4.4 To provide a supportive environment for
the development and implementation of
distance learning opportunities.
5. To maintain and provide administrative
services
5.3 To promote communication,
cooperation and shared decision making
among administrative and academic
departments.
5.4 To support the staff with the
necessary resources for professional and
Item 9. Faculty Hiring Priorities
To engage in continual, extensive
planning to strengthen the quality,
diversity, and reputation of its
faculty
To hire qualified new faculty to
support the colleges
implementation of new
programming, including Legal
Studies, Semiconductor
Manufacturing, and Criminal
J ustice, and to replace those who
have reached retirement status
Item 10. Faculty Development
To offer on-campus opportunities
through the CET for faculty
development, including the
Teaching and Learning and
Leadership Development programs
To provide support for off-campus
faculty development activities,
including travel, conferences,
professional organizations, tuition
waivers
Item 11. Faculty/Grants
To provide support and
opportunities for faculty to become
actively involved in grant writing,
particularly in areas in which
faculty has a specific interest such
as service learning, integration of
technology and research
Item 12. Faculty/Contract/Governance
To continue to provide
opportunities for faculty to
participate in governance and
service committees
Item 14. Academic Program
Development
To continue to plan for academic
program development, including
the implementation of a number of
new programs
Item 20. Technology-Enhanced
Learning Environments/Online
Learning
To provide opportunities for
Academic Affairs Strategic Directions:
To support faculty with the
necessary resources for
professional and personal
development
To ensure that goals and standards
of the colleges academic programs
are achieved
To develop effective teaching
methods that will assist the college
in adapting to changing student
academic needs
Individual academic departments:
To explore the development of
hybrid courses
To implement new programs and
new program options including
Legal Studies, Sport Management,
Honors Certificate, Human
Services and Cardiovascular
Technology
To keep abreast of emergent and
evolving technologies
To assess current distance learning
offerings and expand as necessary
To expand articulation agreement
opportunities with four-year
schools, including R.P.I., the Sage
Colleges, and the University at
Albany
To increase collaboration with
other community organizations and
institutions
To encourage pursuance of grants
To enhance effectiveness of the
assessment of student learning

Office of Academic Services:
To stay current with teaching and
learning developments and issues,
nationally and locally
To increase mentor availability in
Faculty Resource Room
To continue to support faculty by
offering a wide variety of
professional development
workshops on technology and




personal development
6. To develop and foster beneficial
relationships within the community
6.1 To enrich and increase administrative
and academic partnerships with
businesses and the community
6.6 To promote a spirit of community
service among students, faculty and staff
faculty to deploy electronic media
in the disciplines and classrooms to
enhance academic quality,
including teaching,
scholarship/publishing, and
collaboration
teaching circles on pedagogy
To enhance faculty support so that
student instruction includes
information literacy skills, higher-
level thinking skills, and problem-
based learning activities





























Appendix B








Center for Effective Teaching
Needs Assessment
Summary of Findings











Submitted by: Lynne Johns
November 10, 2003





Process

A Needs Assessment was conducted by the Center for Effective Teaching (CET) intern with
Department Chairs. The goals of the needs assessment included understanding the Chairs
perceptions of the CET, exploring how the CET services are utilized by the chairs and their faculty,
and to guide future programmatic efforts and enhancements to keep the CET a dynamic and viable
campus service. A total of eleven Chairs were interviewed during October, 2003, the divisional
breakdown is as follows: 1 Technology Division, 1 Business Division, 2 Health Sciences Division,
and 7 Liberal Arts and Sciences Division. Two department chairs plainly declined the interview
request, others did not respond to the three requests to meet or accept an invitation to fill out the
questions independently.

Interview questions covered a range of topics including hiring practices for new faculty, DC
expectations of faculty participation in professional development, perceptions of the role of the CET
on campus, how the CET is being utilized by specific departments, and future trends to keep the CET
responsive to faculty and DC needs. Specific questions (with answer summaries) are attached to this
report.
Findings
The following is a summary of findings broken down by areas where themes and patterns emerged.

Hiring Practices/New Faculty Development
According to Department Chairs, faculty members are hired because they have a content/discipline
expertise, and demonstrate good communication and interpersonal skills. It seemed less important
that faculty have established experience as a teacher, as long as they seemed to have the desire to
teach, and the potential to be a good instructor. Chairs were not of the same mind as to what they
construed as necessary criteria for someone to be hiredbut each Chair had very clear ideas about
individually what they were looking when hiring faculty. Many chairs mentioned having a
departmental mentoring system in place for new faculty which pairs new hires with veteran faculty to
help them become oriented to Hudson Valley. A few chairs talked about a departmental specific
orientation that new faculty members are required to participate in; most chairs delivered that
orientation themselves.





Most chairs found New Faculty Orientation (NFO) to be at least moderately helpful in orienting the
new faculty to the college and providing information. One Chair, in particular, complained that NFO
was created and planned each year without Department Chair input; this department did not make
the orientation mandatory for that reason. Some felt that follow-up to NFO was needed in the form of
more communication with new faculty throughout the semester; since much of what they hear in
orientation is soon forgotten as their new teaching responsibilities take priority. A few chairs
mentioned that the date of NFO should be advertised before the academic year ends in May to allow
chairs to better plan for their own attendance, as well as the attendance of any new hires. There is
an apparent disconnect between departmental and institutional efforts to train and support new
faculty, this is an area where the CET may be able to intervene.

Perceptions of Professional Development
A majority of chairs feel that professional development is necessary for all teachers, novice to
veteran, if teachers are to stay vital and abreast of changes in the field. A few chairs suggested that
professional development may not be necessary for the highly-skilled teachers, but agreed that those
teachers were not the majority. Most chairs stated that participation in professional development was
an explicit expectation that had been made clear to their faculty members; however, some felt the
faculty contract was a limiting factor in their ability to place any sort of official requirements on
participation levels. Most commented that participation in development was a consideration in their
evaluation of faculty members, as well as in tenure and promotion (within contractual limits). A few
chairs mentioned feeling like their hands were tied. Although they make participation in development
an expectation, they had no recourse to require it with those faculty members who clearly need more
training. One Department Chair stated:



Not surprisingly, Chairs differed in their opinion about what professional development topics would
appeal to their faculty or that their faculty saw as being necessary. When asked about what
development activities their faculty seem to jump at the chance to participate in, overwhelmingly
Chairs said that it was for development specific to their discipline, but that recent changes to funding
for travel had negatively impacted those requests. Technology was the second largest requested
area, in particular any training that tailored instructional technology to the needs of a specific content
area, for example: transferring biology slides to digital images and placing them on a CD that all
I indirectly make it an expectation. I have to sell it, faculty have to feel it
(training) is worth their time and will be a direct benefit to them.




instructors could carry with them, illustrating how web-enhancements are used in a certain
disciplines, etc. The theme was clear, although technology training in the abstract is helpful;
technology training that is made relevant would be of tremendous benefit. A salient point that was
made by most chairs is how very different they feel their department needs are in comparison to other
departments on campus. Each chair saw his/her department as having particular needs that could
not be always be adequately addressed through general training and development activities.

Barriers to Participation
Chairs were candid when talking about barriers to getting faculty (and themselves) to the Center for
Effective Teaching for the purpose of training. The most common barrier discussed was time and
perceived benefit. Time is a commodity and teachers and chairs often have multiple things
competing for time and attention in any given day. According to chairs, for them and for their faculty,
choosing to spend time participating in training and development was a matter of perceived
immediate benefit if the relevancy isnt there, chances are they will choose to attend to a different
priority. This finding is consistent with the earlier discussion about desiring training that was content
specific. Another major barrier is location of the CET. Chairs almost unanimously agreed that
training and development that was conducted on their home turf would be seen as a positive thing.
Outreach from the CET to the departments became a central point of agreement among chairs that
saw numerous benefits to having the CET bring their training to the faculty in an effort to forge an on-
going partnership. To this end, teachers with proven track records could be CET mentors, but
stationed within each department, to assist with needs that are immediate and require a just in time
approach to training. In addition, departmental mentors could gauge needs, suggest training, offer
programs, and help to create a shelf of topical experts on campus that have not been noticed in the
past because they are excellent teachers who spend much of their time engaged in instruction and
student support.

Many chairs mentioned that the CET should begin systematically uncovering the untapped talent and
expertise that people already on campus possess. While outside experts may be valued, there was a
feeling that faculty are interested in what their colleagues know and have to say. There was a theme
that the CET could play a role in fostering important collaborations between colleagues by
discovering untapped sources of expertise right here on campus.
CET Role on Campus




When asked about the most important role(s) that the CET should play on campus, again views
differed, but themes emerged. One role that would support chairs specifically would be providing
faculty with opportunities to be observed or to try out new teaching methods. New faculty in
particular could benefit by being videotaped or delivering a lesson in front of supportive colleagues
who would then offer them peer feedback. Faculty members often feel anxious about being observed
by chairs, and this type of activity would allow them a chance to do some self-evaluation, and work
with colleagues before their official observation. Chairs commented that activities like this one would
help them foster good teaching, especially among new faculty.

An overall attitude that emerged from the comments from Chairs is that the CET should be in the
business of promoting good teaching and teachers through the highlighting of expertise already on
campus. As previously mentioned, a peer feedback system that used exemplary teachers as
mentors could serve to model what campus considers being good practice, as well as reward those
who continually strive for excellence in their field, and in the classroom. Interestingly, while talking
about using campus expertise, not one Chair mentioned the faculty mentor program that currently
exists in the CET. When pressed, most chairs said that they thought the mentors were there to help
with just technology on an as-needed basis.

There was both explicit mention, and emerging themes, that the CET should be central in bringing
together the teaching community on campus through the recognition of motivated, exemplary faculty,
as well as offering more work-social types of events. Connecting faculty who wouldnt normally
interact in the course of daily activity was discussed as critical piece that is not currently being
attended to.

Online delivery of professional development was mentioned as a valuable direction for the CET to
investigate. Again, there is a just in time versus just in case attitude among faculty that must be
recognized and worked with. Chairs felt that online delivery would serve those faculty with hectic
schedules and urgent demands that must be taken care of in an average day. Web based training
could be done from home, during breaks, and at other times when demands on faculty time were less
rampant. Although chairs were not nave to the fact that not all topics lend themselves to online
delivery, they felt that some topics would.





The last important theme, in relation to the role that the CET should play, was in support of brand new
faculty: adjunct as well as full-time. Most chairs said that they supported New Faculty Orientation, but
more was needed. Understanding that not all adjunct faculty are here during the day (and some
adjuncts are not here at all) there is a need for more programming and support devoted to new
faculty, particularly adjuncts who may not have the exposure to the full-time, veteran faculty, that new
full-time faculty do.

CET Offerings
Some chairs thought that while the CET offerings are exemplary, they are often too macro in nature.
An important point is being missed when it comes to helping teachers learn the nuts-and-bolts of
teaching. Simple things often arent paid attention to, but are the things that teachers grapple with
regularly, for instance: how to handle disruptive or sleeping students, what do to if your students
arent doing their reading and homework, how to create tests that really measure learning, what do to
if the whole class bombs a test, creating a personal policy on allowing late work or extra credit, etc.
These and many more of the everyday issues could be fodder for teachers who are entrenched in
the day-to-day and arent necessarily thinking in terms of broad-based pedagogical issues.

A glaring contradiction emerged between what Chairs said they want in training offerings and what
offerings they themselves attend or refer faculty to. When asked, Chairs specifically stated that what
they wanted from the CET was support for teachers and themselves in areas other than technology.
However, when asked what they have utilized the CET for most often, the answer was technology
training. When asked what training their faculty requests most, the answer was technology training.
(See Box 1 and 2










Box 1 Needs Assessment Question 9. What topics would you like to see offered by the CET?

Instructional and Learning Theory
Classroom Management
Innovative instructional methods/best practices
Service Learning
Pedagogy and Online Teaching
Classroom Observations
Online Plagiarism Online Training in all areas
Motivating students
Universal Design for Instruction
Managing student behavior in the classroom
Ethics in Teaching
Classroom nuts and bolts (what do you do the first few minutes of class, what do you do when
someone acts up, how do you handle students who are bored, how do you learn students names)
Using humor in the classroom












There could be a variety of reasons for this; the most plausible seem to be one or more of the
following:

1. The CET had a decidedly technological focus up until two years ago when there was a shift to
highlight more development/training on issues surrounding pedagogy
2. Instructional Technology is the broad topic of immediate relevance to instructors, therefore
time is considered well-spent on training around technology
3. Technology is the area where most instructors feel they are lagging behind

During the course of the interviews, many chairs were concerned that any feedback they offer be
tempered with a caveat that while there is always room for improvement, they sincerely appreciate
the efforts of the CET to provide high-quality, responsive training to the instructional personnel on this
campus. A few chairs cited examples of ways that the CET Faculty Liaison had stepped in and found
ways to meet a specific need or assist with a challenge in their department. Chairs were adamant
that the CET is not only a wonderful service, but a necessary one as well. One chair commented:





Themes and Suggestions
The following are suggestions based on themes that emerged from the Department Chair interviews:

Faculty is hired with a variety of backgrounds and may or may not possess teaching
experience, and more than likely do not have a background in education. These faculty
The CET has been very responsive to our needs. The faculty in my department
have difficult schedules because of clinicals, and the CET has worked with us to
provide training around the times that we need it. That is something that is very
helpful that we appreciate.
Needs Assessment Question 11. Have you encouraged your faculty to use the CET, and if so, for what
purpose?

Yes web enhancements
Yes DL and Blackboard
Yes web and DL, also Cornell workshops
Yes web enhanced courses
Yes for technology training
For a few, very specific types of technology training
Yes, technology training exclusively




members may lack training or knowledge in the both macro areas (pedagogy, learning theory,
student-centered practices), as well as the more micro day-to-day challenges of community
college teaching.

Training and development topics should look to integrate macro and micro components.
Embed practical, nuts-and-bolts training with pedagogy and theory to make it relevant to the
everyday experiences of faculty.

New Faculty Orientation could/should be extended to include specialized training offered
throughout the semester targeted specifically to new faculty challenges.

CET could explore the creation of a website dedicated to new faculty, as well as a handbook
that is designed to support faculty who may not have the benefit of being around veteran
faculty members.

CET could explore the possibility of hosting a list-serv for new faculty

CET could find out how Chairs conduct in-house orientation for new faculty to get an idea of
how the general orientation could be enhanced or made to complement specific departmental
efforts.

Date of NFO should be publicized earlier, and more marketing and information should be
provided to the Chairs before the end of the academic year.

Hudson Valley has many departments with a plurality of diverse needs. Chairs feel strongl y
that there can not be a one-size-fits-all approach to professional development.

CET personnel could visit each department during a department meeting in the first few
months of the academic year, discuss services, and also open communication lines for on-
going assessment of faculty needs.





CET could explore the possibility of funding departmental mentors to act as bi-directional
connectors between the CET and academic departments.

Outreach is seen as a critical component in connecting faculty to the CET.

CET personnel could visit each department during a department meeting in the first few
months of the academic year, discuss services, and also open communication lines for on-
going assessment of faculty needs.

CET could conduct requested training within the departments (ex. demonstrate the use of the
teaching console or instructional software in a classroom that the particular faculty use
regularly).

CET could offer an on-request service where CET faculty liaison or mentors will do collegial in
class observations and provide feedback to instructors, or instructors can demonstrate a
lesson or activity to try it out before they introduce it into the classroom

CET could explore the offering of online workshops and resources including an intranet of
materials, resources, links, sites, etc.

CET should play a central role in bringing together faculty and utilizing untapped campus
expertise.

CET could pursue the creation of a bank of experts from around campus that are willing to be
called on to conduct workshops for their colleagues throughout the academic year.

CET could explore the possibility of offering conference scholarships to augment PRC funds
for faculty who agree to attend a conference and come back to campus and share their
experiences through a formalized workshop, sharing of materials, being a part of the expert
bank, etc.





CET could explore a system of formalized recognition of faculty who demonstrate exemplary
practices and model student-centeredness

CET could host/co-host events that combine work and social components

CET could explore the hosting of an intranet/database to share best practices, new
innovations, new research, materials, etc.

Support of off-campus and adjunct faculty is seen as an unmet need.

The Office of Continuing Education and Summer Sessions employs an off-campus coordinator
who visits the off-campus sites at least once a semester. CET could partner with this office to
augment services offered through Con-ed.

Offer services specifically tailored to adjunct faculty needs, including a dedicated website that
can be accessed by those who come to campus, and those who work at satellite locations.





Appendix C

Internal Resources

Faculty Handbook
Each year the faculty handbook will be analyzed to determine whether the information is current, appropriate,
and related to the college mission. Currently, the faculty handbook is available on the college website
http://www.hvcc.edu/acasenate/affiliatecommittees and is announced to new faculty at New Faculty
Orientation.

Future additions to the handbook may include a section on helpful websites and other resources to enhance
teaching and learning.

Adjunct Website
In 2004, Hudson Valley Community College will unveil the new website dedicated specifically to the needs of
adjunct instructors. The necessity for a centralized website designed for adjunct instructors is compelling:
adjuncts often feel disconnected from the institution, yet they make up over half of the instructional staff. A
tailored website can provide an easily accessible portal to the institution for adjunct faculty. The adjunct
website will also provide follow up documentation to support the information disseminated in the faculty
orientation given at the start of each semester. A must do checklist will aid newly appointment part-time
instructors with integrating themselves into the organizational culture. In addition, individual departments will
have the ability to post specific, targeted information for their adjunct instructors. The following outlines the
content of the newly developed web site:

Must Do Checklist
This section of the website will include information on preliminary employment routines such as obtaining a
faculty/staff photo ID card, keys to departmental office and personal office, email access, and Human Resource
information.

Policy and Records
This section of the website will address important policy and records that must be kept by faculty. Administrative
information such as the colleges mission, 5 year plan, an academic calendar, Faculty Handbook, Faculty
Agreement, emergency class cancellation, occupational health and safety, address change form, and information
from the Registrars office. In addition, for department specific documents, including course documents and
syllabus, final exams, office hours, and annual employee reviews, adjunct faculty will be directed contact their
department chair.

Faculty Resources and Services
This section of the website will address significant campus resources available for faculty. Resources will include
but are not limited to child care support, photocopying, print shop, word processing, early warning system,
WIRed, remote network access, campus newsletters, mailboxes, the Center for Effective Teaching, Personnel
Resources Committee, Faculty Association, Forms/Documentation for Internal Use, Computer Services, Library
resources, copyright laws, requesting instructional media, tips for teaching, campus map, employee directory,
travel and reimbursement procedures.

Departmental Information
This section of the website will include departmental information that is specifically adjuncts along with
information on the support services that the Office of Continuing Education and Summer Sessions offer to
instructors who teach evening, weekend, and off campus.





Campus Hierarchy
This section of the website will identify the campus organizational structure.

Faculty Mentor Program

The Hudson Valley Community College Mentoring Program offers availability of seasoned faculty members,
cross-trained in a variety of technologies on a daily basis at various hours. Hudson Valley mentors are
experienced in various pedagogical areas and offer workshops and Teaching Circles on a variety of topics.
Although many colleges focus solely on the delivery of training on classroom technology, the Hudson Valley
Community College Faculty Mentoring Program has been devoted to helping faculty to learn to use technology
effectively in the classroom. Teaching Circles and Training Sessions focusing on pedagogy conducted by
mentors include:
Understanding Student Behaviors
General Psychology Teaching Strategies
Understanding Learning Styles
Connecting with Your Students
Classroom Assessments
Incorporating Active Learning Techniques
Do Your Students Get It?
Learning and Instructional Theory
Finding and Using Learning Objects
What You Can Do on Your Summer
Vacation
Learning by Listening: Interpreting
Student Responses
Motivating At-Risk Students
Teaching in the Learning College (online
class)
Making Abstract Material Relevant to
Students Futures
Workshops covering the use of technology that have been offered include the following:
Effective Use of Technology in the
Classroom
Understanding and Using the Instructor
Console
Integrating Audio and Video into
PowerPoint
PowerPoint
Using a Digital Camera
CD Burning
Video Streaming
Web Page Development
Scanning Images
Using the Scantron
Microsoft Publisher
FTP File Transfer Protocol
Creating grade books and attendance
records in Excel
Procedures for students to use email
attachments

Faculty Development Strategic Plan/Draft/Fall 2004

It is notable that technology training has dual goals. The first goal is introduce participants to the
software capabilities and develop the skills necessary to become adept at using the software. The
second, and equally important goal involves effectively integrating the software into the classroom
to enhance student learning experiences. This differs, we believe, from many such training
programs, where technology training is skills-based and doesnt provide a pedagogical focus.
Along with offering regularly scheduled workshops and teaching circles, mentors are available on
a drop-in basis to answer all types of questions to streamline faculty experience at Hudson Valley
Community College.
Mentors also consult on such concerns as classroom management issues, assessment,
implementing group projects, and distance learning concerns. The Faculty Resource Room and
the Mentoring Program encompass a concerted effort on the part of all involved in fostering an
atmosphere where faculty can grow through encouragement and support, which, mentors firmly
believe, translates directly to positive results for our students.
Faculty Resource Room

The Faculty Resource Room and the Mentoring Program is an innovative project of the
Center for Effective Teaching. Opened in the fall 2002 semester, the Faculty Resource Room is a
space set aside for the exclusive use of faculty. Besides being a place for faculty to gather to talk
to each other, there is technology available in the room that is not always available to faculty in
their offices or departments. This technology includes: seven Computers each with its own
scanner and full compliment of software, CD burners, a photocopier, a laser printer, an inkjet
printer, ZIP drives, and a fax machine. In addition, there is an instructor console and an LCD
projector with a large screen so that the room can be used for training on the faculty console and
for faculty to test out PowerPoint presentations, and other things they plan to project in their
classes.






Existing CET Offerings in Individualized Competency Areas


Technology Web-Enhanced Classes
File Transfer Protocol
Microsoft Office Suite (Word, Excel, PowerPoint, Access, Outlook)
Scanning
Digital Photography
Scantron
Pedagogy The Living Syllabus
Motivating Students
Learning Styles
Teaching Styles
Adult Learning Theory
Collaborative Learning
Assessing Student Learning
Student Centered LearningBecoming the Guide on the Side
Peer Consultation
Classroom
Management
Conflict Resolution
Student Diversity
Crisis and Emergency Preparedness
Disabilities and Legal Implications
Handling Difficult Students
Understanding the Community College Student
Peer Consultation
Leadership ICCD Leadership Model
Basic Grant Writing
Communications Skills for the Leader
Overview of the DC Position
Building a Promotion Portfolio
Grant Writing
Publishing Articles
Peer Consultation
Mentoring ICCD Three-Day Workshop
Certificate AdvisorsHelp Determine Faculty Development Plans
Teaching Circles
Peer Consultation


Presentation Skills Platform Skills Training Series
Speakers Bureau Participation
Toastmasters
Peer Consultation
Interpersonal Skills Listening
Nonverbal Communication
Effective Writing Skills
Developing Effective Questioning Techniques
Time Management
Stress Management
Effective Meeting Skills
Peer Consultation





Appendix D

External Offerings

Participation in the following programs will be supported as they are consistent with the
philosophy, goals and objectives of the Hudson Valley Community College faculty development
program:


Great Teachers Seminar
Sponsored by: Institute for Community College Development at Cornell University

Description: The Great Teachers Seminar is an inspirational challenging journey over several
days that provide ample opportunities to share and network with peers from across North America.
Successful teaching experiences and lessons learned are shared in an interactive group
environment. Its purpose is to celebrate good teaching by asking educators to venture beyond the
limits of their own specializations and colleges in search of transferable ideas and the universals of
learning. It promotes an attitude of introspection and self-appraisal by providing a relaxing setting
and straightforward process in which participants can seriously review and contemplate their
attitudes, methods and behaviors as teachers. It practices rational analysis of educational problems
and find realistic, creative approaches to their solutions. It's a stimulating exchange of information
and ideas by building an expanded network of communication among faculty and it strives to
renew the commitment to student learning.

Successful Teaching Conference
Sponsored by: Institute for Community College Development at Cornell University

Description: A number of concurrent sessions "by faculty for faculty" will be presented on a
variety of topics including: Active Learning, Diversity, Innovative Strategies, Integrating
Technology, Learning Communities, Learning Styles, Online Teaching/Support Services, Service
Learning, Student Outcomes Assessment, & tools for Student Motivation. Duration: 4 days

Teaching in the Learning College

Sponsored by: Valencia Community College

Description: Teaching in the Learning College, organized by Valencia College is an online
course designed for adjunct instructors, new instructors, and instructors with strong content and/or
technical expertise but limited teaching experience. This curriculum provides faculty educators
with tools and resources enabling them to become more effective learning-centered instructors.
By engaging with the story and its characters, assigned readings and activities, and collegial
exchange, participants will acquire the skills, attitudes, and knowledge to plan and implement
learning activities and assess student learning. Duration: Approximately 6 weeks




Teaching from the Heart: A Three Hour Reflective Dialogue for Faculty Members

Sponsored by: Institute for Community College Development at Cornell University

Description: The premise of Parker Palmers work in formation is that, without denying or
abandoning the outer world, we must reclaim the reality and power of the inner life. Formation
assumes that each of us has an inner teacher that has continuing capacity for discernment.
Formation work is the process of creating a quiet, focused and disciplined space in which the noise
within us and around us can subside and the voice of the inner teacher can be heard. Duration: 3
hours

Faculty Mentoring Workshop: Creating a faculty mentoring paradigm

Sponsored by: Institute for Community College Development at Cornell University

Description: This workshop explores ways to identify faculty mentoring needs and the ways in
which they can be met. Participants will acquire knowledge about ways in which mentoring may
support individuals in their department or discipline by exploring mentoring traits, and
understanding the gaps in current mentoring models as they apply to faculty. Faculty will use their
own perspectives and experience to develop increased understanding of the factors that make
mentoring successful from both the mentors and mentees perspectives. Through a four step
exercise participants will develop the areas in which faculty benefit from mentoring, the ways in
which this happens, the barriers to such mentoring, and specific ways to address those barriers.
Duration: 3 hours

Department Chair Leadership Training and Development

Sponsored by: Institute for Community College Development at Cornell University

Description: One of the biggest challenges facing community colleges is how to develop
academic department chairs. The department chair plays an extremely challenging role in todays
college. This individual is largely responsible for leading the single most important resource of
any college the faculty. In addition, the modern academic department often comprises a larger
group of staff, students, and alumni who, along with finances and facilities, make that department
bigger than many small businesses. Even though the responsibilities of a department chair grow
measurably more demanding, individual preparation and institutional support for this position
have changed little over the past 20 to 30 years. This comprehensive program is designed to help
department chairs critically examine their roles and develop the knowledge, skills, and abilities to
lead and manage an academic department. Participants will discover ways to mobilize, develop
and lead others. Duration: 3 days



Appendix E

External Resources

This section contains a variety of resources pertaining to faculty development and teaching and
learning. The Web Resources list contains faculty development-related sites from various sources,
as well as sites providing teaching-related topics such as classroom assessment and student-
centered learning activities. The Faculty Development Literature bibliography consists of research
and literature on faculty development covering various issues and aspects of faculty development
programs. Each entry includes a brief overview of contents of the articles.

Links to the websites in the Web Resources list can be found at Center for Effective Teaching
Teaching Links website. Articles included in the Faculty Development Literature bibliography
are available at the Colleges Instructional Media Center. In addition, the Center for Effective
Teaching offers an extensive, dynamic collection of professional articles and books pertaining to
teaching and learning pedagogy, retention, faculty development, classroom management, and
industrial technology.

http://www.kean.edu/~cpd

http://www.crlt.umich.edu/

http://www.umass.edu/cft/resources/online_resources.htm

http://cte.udel.edu/

http://www.utexas.edu/academic/cte/

http://www.unomaha.edu/~wwwcfd/ (department chair site)

http://www.missouri.edu/~petwww/

http://www.snc.edu/facdev/

http://www.ualberta.ca/~uts/

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/

http://www.provost.msu.edu/facdev/

http://www.ecu.edu/facdev/

http://www.podnetwork.org/

http://www.stanford.edu/group/SFDP/



Teaching-related Sites

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/

http://fp.uni.edu/teachctr/

http://www.crlt.umich/edu/

http://cte.udel.edu/

http://www.yorku.ca/cst/

http://www.siue.edu/~deder/assess/catmain.html

http://www.psu.edu/celt/CATs.html

http://ts.mivu.org/default.asp?show=article&id=908

http://www.teach-nology.com/

http://www.fcs.iastate.edu/computer/tips/onlinetechtips.html




Appendix F


Faculty Development Literature Annotated Bibliography

Burnstad, H. M. (2002). Faculty development at J ohnson County Community College. New
Directions for Community Colleges, 120(Winter), 17-25. *

Burnstad provides an overview of J ohnson County Community Colleges professional
development programs efforts to integrate part-time faculty into the colleges academic
community, including the institutional context for the program, the institution-wide and
departmental initiatives, the professional development available for part-time faculty, an
adjunct certification training program, and the resources used in part-time faculty
development efforts.

Cooper, J . E. & Pagatto, L. (2003). Developing community college faculty as leaders. New
Directions for Community Colleges, 123(Fall), 27-37.

The authors consider the current need for faculty leadership, the motivation to lead, and the
challenges and problems faculty encounter in their leadership roles and provide a sampling
of leadership development initiatives across the nation. Two recently developed leadership
training models are presented, the first an effort by Community College Leadership
Development Initiatives (CCLDI), and the second a systemic, statewide coordination of
leadership development on seven community college campuses in Hawaii.

Kemp, P. R. & OKeefe, R. D. (2003). Improving teaching effectiveness: Some examples from a
program for the enhancement of teaching. College Teaching, 51(3), 111-115.

The subject of Kemp and OKeefes article is the Program for the Enhancement of
Teaching (PET) at DePaul University, a successful program whose purpose is to focus
faculty members attention on the institutions commitment to teaching excellence. The
authors describe the potential problems and benefits of PET, a departmental level
mentorship program as well as specific activities, such as lunches and seminars, initiated
by the program.

Rouseff-Baker, F. (2002). Leading change through faculty development. New Directions for
Community Colleges, 120(Winter), 35-42.

Rouseff-Baker describes how the Center for Excellence in Teaching and Learning at
Parkland College, Champaign, Illinois has become the catalyst for major institutional
change through the use of faculty-owned and -driven professional development programs,
faculty leadership teams, and a supportive administration. A new director of the Center in
1995, Rouseff-Baker describes the growth and expansion of the program since then,
discussing the shift of faculty attitudes from reluctance to enthusiastic participation in the
Centers diverse offerings.




Sherer, P. D., Shea T. P. & Kristensen, E. (2003). Online communities of practice: A catalyst for
faculty development. Innovative Higher Education, 27(3), 183-194.

The subject of Sherer, Shea, and Kristensens article is the concept of communities of
practice and how it has come of age for the professional development of professors as
teachers. Due to current technological options, faculty developers can enhance the
opportunity for the entire faculty to learn through the use of online communities. This
article defines communities of practice and faculty learning communities, describes the
role of technology and the online faculty learning community portal, and outlines what
institutions can do to support faculty learning communities.

Sunal, D. W., Hodges, J ., Sunal, C. S., Whitaker, K. W., Freeman, L. M., Edwards, L., J ohnston,
R. A., & Odell, M. (2001). Teaching science in higher education: Faculty professional
development and barriers to change. School Science and Mathematics, 101(5), 1-17.

The focus of Sunal et als research was better understanding of the changes processes
necessary for university science teaching reform to be successful. A series of nine faculty
development programs were conducted at nine U.S. locations to explore, develop
strategies, and implement changes in postsecondary science classrooms. The authors
describe faculty conceptions of the change process that inhibited successful action, and
provide a predictive model for fostering faculty change and discuss faculty professional
development efforts that contribute to successful overcoming of barriers to change.

Sydow, D. (2000). Long-term investment in professional development: Real dividends in teaching
and learning. Community College Journal of Research and Practice, 24(5), ??

Sydow describes the evaluation process of the Virginia Community College System's
(VCCS's) Professional Development Initiative, which was implemented on 1993 to provide
support for all areas of professional developmentdiscipline, instructional, career, and
organizational development. The evaluation was conducted specifically to determine the
extent to which documented professional development needs of faculty members had been
addressed and the extent to which student learning had been enhanced. Included in
Sydows account are a short, general description of the initiative, which encompasses 23
campuses, the methods utilized in the evaluation process of the initiative, and the outcomes
of the assessment.

Wallin, D. L. (2003). Motivation and faculty development: A three-state study of presidential
perceptions of faculty professional development needs. Community College Journal of Research
& Practice, 27(4), 317-335.

This study examines the appropriate roles of faculty and administration in assuring access
to meaningful faculty development opportunities in community and technical colleges. Set
in the context of Maslows and Porters motivational theories, Wallins research seeks to
determine important faculty knowledge, skills, attitudes, and abilities as perceived by
college presidents, and includes an examination of faculty development opportunities and
resources.




Watts, G. E. & Hammons, J . O. (2002). Professional development: Setting the context. New
Directions for Community Colleges, 120(Winter), 5-10.
The purpose of Watts and Hammons article is to provide a perspective on the need for
faculty and staff development in the community college, some of the early struggles of
faculty development, including legitimacy and identity, its present status, and some
challenges for the future. As community colleges change in response to community and
societal changes, professional development has and will continue to provide the necessary
programs to faculty, leaders, and support staff to meet these growth needs.
Welch, G. F. (2002). A new faculty orientation program: Building a core of new faculty to shape
the future of the college. New Directions for Community Colleges, 120(Winter), 11-16.

In this article, Welch describes Saint Louis Community College' creation of a New Faculty
Orientation program intended to integrate new faculty into the college and prepare them
for the vital role they play in the institution. The New Faculty Orientation, which was
created in 1999 in response to the hiring of significant number of new faculty by the
college, is a yearlong program with three major components: an intensive weeklong
orientation in August, weekly campus-based sessions during the fall term, and the
completion of an instructional skills workshop during the spring or summer interim terms.
Welch outlines program goals, format, costs, and evaluation.



Appendix G

Hudson Valley Community College Professional Development Funding Sources

A number of activities outlined herein will require funding over and above the current Center for
Effective Teaching budget. Available College professional development funding sources are as
follows:

Personnel Resources Committee
http://www.hvcc.edu/academ/acasenate/persrec/index.html

SUNY Tuition Waiver funded by SUNY
Presidents Office

SUNY Training Center
http://www.tc.suny.edu/
http://www.microknowledge.com/
http://www.newhorizons.com/retail/

SUNY Tuition Reimbursement funded by Hudson Valley Community College
Presidents Office

Presidents Innovation Fund
Presidents Office

Hudson Valley Community College Tuition Waivers (for credit and credit free
courses)

Affirmative Action and Training Office
http://www.hvcc.edu/affirm/index.html

Sabbatical Leave for Faculty and Department Chairs
http://www.hvcc.edu/admin/hr/forms/index.html

Sabbatical Leave for Non-Teaching Professionals
http://www.hvcc.edu/admin/hr/forms/index.html

WE@HVCC Scholarships
http://www.hvcc.edu/~we/





Appendix H

Implementation Schedule