FACULTY TRAINING

Last week I attended my first faculty training. Well, now that I think of it, I have actually attended three or four faculty trainings at BYU-Idaho. But this was my first faculty training where I was actually getting trained, not just taking notes for real faculty members.

Anyways, last week I attended my first faculty training when I was actually getting trained. It was a great experience that put a lot of my nerves to rest.

This semester I get to start my teaching assistantship at Southern Utah University. The opportunity to teach while I earned my masters was probably the biggest reason we came to SUU. Over the summer I chose the text book I wanted to use, designed my own curriculum, created my syllabus, and planned out every single class and assignment. My biggest stressor has been how to cover all the important material in just a few dozen 80 minute classes.

Well, like I said, I’m feeing a lot more confident heading into my first week of teaching. Here’s a breakdown of the remarks that I found most useful.

• We don’t need more credentialing, but rather foster an environment of deep learning.
• Teaching is about human well-being and learning, not about just hanging a degree on the wall.
• We are preparing students for jobs that don’t exist yet.
• The way we treat others should not be dictated or influenced by titles. “Adjuncts are people too.”
• The word, “Adjunct,” means united and together.
• As an adjunct faculty member, you are a valuable and essential in the process of education.
• Intentially designed courses are more effective and efficient.
• Engagement as a process, a descriptor, and an outcome can make education a mutually beneficial endeavor.

• Engagement is a continuum concept, ranging from not engaged to engaged, of the extent to which students attend to learning, show interest in learning or are passionate about learning.
  • Engagement is a Continuum
    <——————————–>
    Not Engaged                      Engaged
• Types of engagement:
  • Cultural
  • Social
  • Physical
  • Behavioral
  • Emotional
  • Intellectual
• How can a course encourage engagement?
  • Design Course:
    • Outcomes–>Assesments–>Activitiesà–>Resources
  • Teach Course:
    • Resources–>Activities–>Assesments–>Outcome
• The background design process:
  • Identify desired results- What I want the studnets to understand, know, and be able to do.
  • Determine assessment evidence- How do I check they have learned?
  • Plan learning experience and instruction- Which learning activities will lead students to the desired results/
• You have permission to not cover everything!
  • This is why the students have readings outside of class.
  • Keep the end in mind. What are the outcomes I want them to finish with? Coverage isn’t king.
  • Cover the most important things (learning outcomes), let the book cover all the content, and test over all of it.