Faculty Professional Development Center
"Faculty Professional Development - Enriching Professional Development Through Collaboration."
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FPDC Technology Subcommittee Weblog - Look for weekly or biweekly technology tips during the academic year, brought to you by the CalU FPDC Technology Subcommittee.
Trends in Higher Education
College-wide assessments: Relying on data from the 2006 University of California Undergraduate Experience Survey, Steve Chatman at Berkeley notes that students with the same majors show considerable similarities on a number of factors between campuses, but the various majors differ among themselves on those factors.
The argument is then made that college-wide assessments may well produce different results between campuses depending on the mix of majors that a campus may have.
Supporting Adjunct Faculty: Today's Inside Higher Ed reports that the number of adjunct faculty members has grown to over 620,000 nationwide. While our colleges pursue the advantages that part-timers provide, it would be wise to become more aware of the unintended consequences of not providing adequate preparation and ongoing support for their teaching. AdjunctSuccess, launched last year by Helen Burnstad, Molly Baker and myself, provides an integrated package of resources, including a series of 15 topical Webinars, for achieving the quality instruction that we seek. See http://www.adjunctsuccess.net for more information, including upcoming sessions of our Webinar for instructional leaders "Maximizing the Potential of Your Adjunct Faculty" on April 26 and May 17.
Karger, Howard. "Putting Higher Ed Out of Reach." Feb.20, 2007
The Journal of Technology, Learning, and Assessment
Scholarship of Teaching and Learning, potential publishing outlets:
- http://www.ilstu.edu/~sknaylor/sotl.htm
- http://www.sotl.ilstu.edu/pubOuts/index.shtml
- http://pod.nku.edu/sotljournals.asp
Alberts, Bruce. "A Wakeup Call for Science Faculty" -- PDF
Anonymous "Getting Students to Read" -- HTML
Anonymous "Teaching Large Classes Well: Solutions from Your Peers" -- PDF
Burgan, Mary. "In Defense of Lecturing" Change November/December 2006 -- HTML
Brewer, Ernest W., & David N. Burgess. "Professor's role in motivating students to attend class." Journal of Industrial Teacher Education. 42, 23-47 (2005). -- PDF
Crone, Ian, & Kathy MacKay. "Motivating Today’s College Students" peerReview. 9, 18-21 (2007). -- PDF.
Moore, R. "Attendance: Are penalties more effective than rewards?" Journal of Developmental Education. 29, 26-32 (2005). -- PDF
Rhem, James. "What To Do About Deversity?" The National Teaching and Learning Forum. The September BOOK REVIEW Issue, Volume 15 Number 5 (2006). -- "What To Do About Diversity?"
Robertson, Douglas L. "Professors' Perspectives on Their Teaching: A New Construct and Development Model" Innovative Higher Education. 23, (1999). - PDF
Tomei, Lawrence. "The Impact of Online Teaching on Faculty Load: Computing the Ideal Class Size for Online Courses." International Journal of Instructional Technology and Distance Learning . -- http://www.itdl.org/journal/Jan_04/article04.htm
Links
A tool that enables peers to review and sign each others' works
via LISNews - Librarian And Information Science News by Blake on 2/5/09
What is GPeerReview?
GPeerReview is a command-line tool that makes it simple to write a review of someone's work and digitally sign them together.
How does it work?
2. Next, write a review. (The review is just a simple text file that contains a few scores and your opinions about the paper.)
3. Use GPeerReview to sign the review. (It will add a hash of the paper to your review, then it will use GPG to digitally sign the review.)
4. Send the signed review to the author. If the author likes the review, he/she will include it with his/her list of published works.
5. Prospective employers or other persons can easily verify that the reviews are valid.
Things you can do from here:
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Teaching Biology
Peer-reviewed Teaching Resources on Conservation Biology and Biodiversity Through the Network of Conservation Educators and Practitioners Project (NCEP, http://ncep.amnh.org).
(1) BioQUEST Curriculum Consortium, which "actively supports educators interested in the reform of undergraduate biology and engages in the collaborative development of curricula. We encourage the use of simulations, databases, and tools to construct learning environments where students are able to engage in activities like those of practicing scientists." http://www.bioquest.org/index.php
2) Biology Brought to Life", developed by Jo Handelsman at the University of Wisconsin-Madison http://www.plantpath.wisc.edu/fac/joh/bbtl.htm
3) The National Academies Summer Institute on Undergraduate Education in Biology
http://dels.nas.edu/summerinst/index.shtml
Critical Thinking
- The Critical Thinking Community : offers conferences and professional development programs, emphasizing assessment, research, instructional strategies, socratic questioning,critical reading and writing, higher order thinking, quality enhancement, and competency standards.
The National Teaching and Learning Forum
Teaching Tips [Click Here]
Team and Group Training
Posted Oct. 20th, 2006>
SUBJECT: FACULTY E-CERTIFICATION
Cal U continues to make advances in providing online courses, both as part of totally online programs and as single course offerings to students. Initially, we were mandating e-certification training through e-College to all faculty teaching in totally online programs; and in conjunction with FPDC to interested faculty teaching single courses.
As this mode of delivery grows on this campus and throughout all of Higher Education questions of quality and appropriate faculty development plans are being raised by accreditation bodies (e.g. Middle States http://www.msche.org/publications/distguide02050208135713.pdf). In anticipation of these issues, Cal U, in cooperation with APSCUF, has developed a process for the approval of courses for online delivery and a process for the evaluation of faculty teaching online courses.
In anticipation of accreditation issues related to faculty training the following opportunity will be presented to faculty wishing to teach online courses:
The University will offer free to the faculty the opportunity to take either the eCollege or the Blackboard e-certification classes (cost to the University for eCollege is approximately $450 and Blackboard is approximately $975). Each of these courses is taught completely online; each takes approximately 6 weeks to complete; and each is comparable to a 3-credit course in terms of time commitment. Registration for these courses is made through the Graduate Dean.
Beginning with the Summer 2007 session and thereafter, a faculty member must have a copy of his/her completion certificate (issued by either eCollege or Backboard) on file in the Provost Office, before he/she can be scheduled to teach a completely online course.
Note: certificated for Summer 2007 courses must be on file by March 15, 2007.
Posted Oct. 16th, 2006>
Integrating Library Resources into On-Line Courses
Presentation materials by William Deny and William Meloy - PDF
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