Faculty Development

TCC Faculty Professional Development Program Outcomes As a result of participating in Engaged Learning’s curriculum, we intend for all TCC faculty members to be able to: Assess student learning and use results for improvement Use active, learner-centered pedagogy and high-impact practices in the classroom Prioritize diversity and inclusion in the classroom Reflect on their practice

TCC Faculty Professional Development Program Outcomes

As a result of participating in Engaged Learning’s curriculum, we intend for all TCC faculty members to be able to:

  • Assess student learning and use results for improvement

  • Use active, learner-centered pedagogy and high-impact practices in the classroom

  • Prioritize diversity and inclusion in the classroom

  • Reflect on their practice

 

The Four Competencies

Outcomes-Based Education

The education model which uses assessment of learning outcomes for the purpose of gathering data on student learning. The data is then used to fortify communication and collaboration among faculty, leading to continuous improvement of courses, programs, and the institution in terms of student learning.

Examples of Faculty Outcomes

  • Articulate measurable, student-centered learning outcomes for a unit, course, or program
  • Use the backward design strategy to develop a unit, course, and program
  • Create assessments that measure (institutional/program/course) learning outcomes
  • Gather evidence to support achievement of learning outcomes
  • Use evidence of student learning to review and improve units, courses, and programs

 

Scholarship of Teaching & Learning

The field of scholarly inquiry which uses evidence-based research methods and reflection to investigate the relationship between teaching and learning.

Examples of Faculty Outcomes:

  • Employ methods that develop students’ understanding of a discipline’s thinking, practice, values, and procedures
  • Use high-impact teaching and learning practices, such as service- learning, learner–centered teaching, backwards (integrated) course design, team-based learning, collaborative assignments and projects, diversity/global learning, writing intensive courses, undergraduate research, student learning communities, and study abroad. See the AAC&U’s High Impact Practices as well as Dee Fink’s Five High Impact Practices for more information.
  • Use appropriate technology as part of the instructional practice
  • Participate in cross-disciplinary teaching and learning practices

 

Diversity & Inclusion

The mindset and practice of intentionally acknowledging multiple perspectives and engaging the diversity of learners in the classroom toward educational, social, moral, and democratic ends.

Examples of Faculty Outcomes:

  • Promote a learning atmosphere that respects, understands, and values difference
  • Challenge students to determine and question their assumptions and think about how these affect, shape, or limit their viewpoints
  • Include the presence of historically underrepresented groups in materials and activities
  • Advocate for cultural competence in the classroom
  • Address accessibility issues in course delivery

 

Professionalism & Reflection

Serving the institution, communicating clearly, collaborating, and actively reflecting on work responsibilities.

Examples of faculty outcomes:

  • Contribute to the college and to one’s school, department, or discipline
  • Stay current in one’s discipline/academic field
  • Collaborate with peers both in and outside of discipline or academic field
  • Discover problems, solutions, and insight through reflective thinking, discussion, or writing
  • Engage in expanding institutional and personal connections to the community

 

 

Engaged Learning Terms

Accessibility
Providing access for all people including people with disabilities to instruction, materials, web content and physical access.

Accommodation
Addressing barriers to access for a specific student.  Accommodations are approved through an interactive process between the student and Disability Resources.

Active Learning
In their seminal work Active Learning: Creating Excitement in the Classroom, Bonwell and Eison defined strategies that promote active learning as “instructional activities involving students in doing things and thinking about what they are doing” (1991). According to Vanderbilt University’s Center for Teaching, “active learning is commonly defined as activities that students do to construct knowledge and understanding. The activities vary but require students to do higher order thinking. Although not always explicitly noted, metacognition—students’ thinking about their own learning—is an important element, providing the link between activity and learning.

Backwards design
“Instructors typically approach course design in a “forward design” manner, meaning they consider the learning activities (how to teach the content), develop assessments around their learning activities, then attempt to draw connections to the learning goals of the course. In contrast, the backward design approach has instructors consider the learning goals of the course first. These learning goals embody the knowledge and skills instructors want their students to have learned when they leave the course. Once the learning goals have been established, the second stage involves consideration of assessment. The backward design framework suggests that instructors should consider these overarching learning goals and how students will be assessed prior to consideration of how to teach the content. For this reason, backward design is considered a much more intentional approach to course design than traditional methods of design.” (Vanderbilt University’s Center for Teaching)

Blended courses
In "hybrid" classes, a significant amount of the course learning activity has been moved online, making it possible to reduce the amount of time spent in the classroom. Traditional face-to-face instruction is reduced but not eliminated. The "hybrid" course model is also referred to as "hybrid."

Faculty learning community
A cross-disciplinary faculty and staff group of six to fifteen members (eight to twelve members is the recommended size) who engage in an active, collaborative, yearlong program with a curriculum about enhancing teaching and learning and with frequent seminars and activities that provide learning, development, the scholarship of teaching, and community building.

Flipped classroom
“In essence, “flipping the classroom” means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.” (Vanderbilt University’s Center for Teaching)

High impact practices
The American Association of Colleges and Universities (AACU) defines high impact practices as “Educational practices that have been widely tested and have been shown to be beneficial for college students from many backgrounds,” and “educational research suggests (these practices) increase rates of student retention and student engagement.” They take “considerable time and effort, facilitate learning outside of the classroom, require meaningful interactions with faculty and students, encourage collaboration with diverse others, and provide frequent and substantive feedback” (Kuh).

Examples range from college orientation, first year experience courses and registration before classes begin to student learning communities, service learning, writing intensive courses and undergraduate research.

Student centered teaching
According to Meg Gorzycki Ed. D, student-centered teaching means that “student needs are the first consideration in course design. It also refers to practice that requires students to assume a large share of responsibility for conducting inquiries, applying knowledge, and making meaning of what they have learned. The website of Concordia University says that “Instead of listening to the teacher exclusively, students and teachers interact equally. Group work is encouraged, and students learn to collaborate and communicate with one another.”

Student learning community
They “begin with a co-registration or block scheduling that enables the same students to take courses together, rather than apart.” The courses are not random, they are “typically connected by an organizing theme which gives meaning to their linkage.” (Tinto)

Universal Design for Learning
Scientifically valid framework to improve accessibility to instructional methodologies and materials.

Blackboard Support

Login to MYTCC to access Blackboard, Email and other TCC Resources.

Blackboard Faculty Resources

For technical support, please contact Calll2000 at (918)595-2000.

Welcome back instructors! Did you know that the library offers research guides in many of the disciplines taught here at TCC? These guides are full of information that can help your students excel, and the good news is that you can put a link to the guide on your blackboard course site by following these step by step instructions. If you have any questions, call me at 595-7713 and I’ll be happy to assist you.

Connecting the library to Blackboard course sites

Did you know that the library offers research guides in many of the disciplines taught here at TCC? These guides are full of information that can help your students excel, and the good news is that you can put a link to the guide on your blackboard course site by following these step by step instructions.

1. Go to the library homepage. On the yellow bar of tabs, select research guides. You can search by subject. Select the guide for your discipline.

2. In another tab, open Blackboard, and go to your course site.

3. In the course menu section, click on the plus sign. ( Upper left hand corner)

4. Select web link. Go to the library research guide that you want and cut and paste the web address into the URL section of the add web link box in Blackboard. You will need to name your link and check the box to make it available to all users. Then hit the submit button. You should see the new item in your course menu section.

Peer Observation Training

Pre-Training Videos

Classroom 20 Observations

Pre-Observation Video

Peer Observation

Post Observation

Videos created by the University of North Carolina Center for Excellence

Download PowerPoint Presentation

Log in to Blackboard to access the official documents from the Faculty Association under the Organizations tab.

Coordinator Contact Information

Faculty Development and Instructional Design Team

Lynnda Brown
Associate Professor/Instructional Designer
lynnda.brown@tulsacc.edu

Jennifer Campbell
Associate Professor/Instructional Designer
jennifer.campbell@tulsacc.edu

Lee Anne Morris
Associate Professor/Instructional Designer
lee.anne.morris@tulsacc.edu


Academy for Teaching Excellence (ATE) Team

Dewayne Dickens, Ph.D.
Associate Professor, Developmental Studies
ATE Co-Coordinator
African American Student Association Member
African American Male Student Success Team
dewayne.dickens@tulsacc.edu

Debbie Batson, RDH, MS, NBCT
TCC Dental Hygiene Program Director
ATE Co-Coordinator
(918) 595-7019
debbie.batson@tulsacc.edu