Faculty Development Framework

TCC Faculty Professional Development Program Outcomes

As a result of participating in Engaged Learning’s professional development offerings, TCC faculty members should have an enhanced ability to:

  • Assess student learning and use results for improvement
  • Use active, learner-centered pedagogy and high-impact practice(s) in the classroom
  • Prioritize equity, diversity, and inclusion in the classroom
  • Reflect on their practice


Faculty Development 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, internships, student learning communities, and study abroad opportunities. See AAC&U’s High Impact Practices (https://www.aacu.org/resources/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, Equity, & 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


The Faculty Framework Explained

Engaged Learning Terms

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

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.

Coordinator Contact Information

Faculty Development and Instructional Design Team

Lynnda Brown
Associate Professor/Instructional Designer

Jennifer Campbell, Ph.D.
Associate Professor/Instructional Designer

Lee Anne Morris
Associate Professor/Instructional Designer

Academy for Teaching Excellence (ATE) Team

Penny Stack, OTD, OTR/L, CLT
Interim AFWC/Assistant Professor
Program Director
ATE Co-Coordinator
(918) 595-8596


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