filqfl The Galifornia State University

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1 filqfl The Galifornia State University E Commission on the Extended University University: CSU Humboldt Project Title: Future Faculty preparation Program: an Online Certificate Program California State University San M rcos.333 South Twin Oaks Valley Road. San Marcos, C^'92096 ' ' iiackson@csusm.edu Bakersf eld.channel lslônds.chico. DominguezHills.EastBay.Fresno.Fullerton.Humboldt.LongBeach.LosAngeles.Mar t meacademy'montereybay Northridge. pomona..sacramento.sanbernardino.sand ego.sanfrancisco.sanjose.sanluisobispo.sanmarcos.sonoma.stanislaus

2 Future Faculty Preparation Program: an On-line Certificate Program A project proposal for the CSU Commission on the Extended University from Humboldt State University Submitted by: Carl Hansen, Dean, Extended Education Rollin C, Richmond, President Campus Contacts: Carl Hansen, Dean Office of Extended Education Chris Hopper, Associate Dean College of Professional Studies Chris.Hopper@humboldt.edu

3 Abstract Humboldt state university is committed to excellence in teaching and therefore requests an award from the csu commission on the Extended university to support the development of a new online certificate program in Future Faculty Preparation' The new Future Facurty preparation program (FFpp) wilr offer a series of onrine courses and professional development opportunities for individuals interested in pursuing teaching and/or enhancing careers in higher education in community colleges and universities' The FFPP introduces prospective and current facurty to the rores and responsibirities of teaching in higher education and specifically addresses teaching, learning and technology issues in the college classroom' For those candidates who complete all course requirements, the capstone course is an apprentice teaching experience during which the candidate is mentored by a senior faculty member' The redesigned program is intended to serve graduate students as well as mid-career or retired professionals who are interested in teaching' The program is also intended to serve internationar markets, for partner institutions who desire to enhance the teaching effectiveness of their faculty. This creative program is intended to serve a broad and diverse group of individuals through an online delivery system, and thus supports the priorities outlined in the Access to Excellence report and the csu's principal extended education objectives' With support from the Commission on the Extended University, we will design the new curriculum, create a marketing strategy and offer the certificate program in the coming year' we are requesting $so,o0o from the commission and will commit an additional s30'000 for the first year, pilot program. After the first year, the program should be sustainable with student fees.

4 Proiect DescriPtion For severalyears, Humboldt state un versity offered a college Faculty Preparation program, in partnership with the local community college, to prepare graduate students to teach in community cotlege classrooms. This program helped graduate students prepare for future teaching opportun ties and helped the local community college develop a pool of part time lecturers. Due to budget reductions and program reorganizations, the college Faculty preparation Program was recommended for elimination from state support' lnstead the program will be redesigned and offered on a self-support basis' The Future Faculty Preparation Program (FFPP) will be an online, self-supporting certificate program that is geared toward anyone who is interested in teaching in higher education. Traditionally, programs like this are designed for graduate or doctoral students who plan to teach in higher education. ln addition to those students, we hope to attract people with professional experiences who are interested in sharing their expertise in college classrooms or with organizations who are focused on developing their workforce' whether it be mid-career or retired professionals, we hope to attract individuals who have unique and/or practical knowledge that can be converted into effective teaching/learning opportunities' with rapidly changing environments and declining financial support, campuses need to develop a diverse and flexible workforce, while maintaining excellence in teaching. we believe that this program will help achieve this goal. This program is also intended to serve an international audience' we have been in discussion with potential partner institutions in foreign countries to offer this program for their faculty. ln particular, we currently have a partnership with a university in switzerland' and we

5 are exploring a potential partnership in vietnam with an institution that is expanding and in need of professional development opportunities for their faculty' our curriculum is designed to meet the needs and interests of foreign institutions, and can be easily adapted for unique situations. This proposaltherefore meets multiple objectives of the commission on the Extended university. Because this is an online program, it increases access to educational opportunities and serves broader constituencies. Particularly for smaller or more rural communities' this provides an opportunity for individuals with unique talents and skills who are interested in teaching, but who don't have access to professional development programs in their regions' lt is our belief that the skills we teach in this pro8ram will be useful for anyone who wants to teach, whether it be in a community college, 4-year university or a community or professional setting. We believe that we can contribute to workforce development by creating more effective teachers. we think that this is a creative new program with an alternative instructional delivery system. The program will be cohort-based, but delivered asynchronous' There will be opportunities for interaction among the participants, and they will be expected to perform in a supervised teaching experience. We will utilize technology to demonstrate teaching effectiveness and to assess student performance. we hope to include an international audience, to increase the diversity of the experience and to allow for cultural and professional exchanges. We understand that a few other campuses have some type of faculty preparation program for their graduate students. Our goal is to partner with those institutions that do not

6 have such a program, and to attract individuals who are transitioning from a professional experience into teaching, so that we can reach otherwise underserved populations' Curriculum redesign is currently underway, with the creation of program and course objectives and course syllabi. The redesigned program is currently under review by the university curriculum committee. As proposed, the learning outcomes for the Future Faculty Preparation Program state that upon completion of th s program' graduates will: o Select learning strategies to support teaching of disciplinary content o Design balanced and accessible instruction and assessments o Effectively use technology to support instruction and guide assessment o utilize principles of effective teaching to enhance student outcomes in inclusive learning environments o Actively engage students in their own learning o Reflect upon teaching practice based upon sound knowledge of research and theory r Assess student work and provide feedback to promote student learning This is a three semester, l2-unit certificate program and the courses include the following: o EDUC 501: Foundations of Teaching in Higher Education - This course outlines and discusses the practice of university teaching based on educational philosophy and theory. Topics included in this course relate to successful teaching specific to higher education such as the context and culture of higher education, faculty roles and responsibilities, teaching styles, instructional models, and the use of technology based on a strong theoretical foundation linking educational theory to practice. (3 units)

7 EDUC 502: Student Centered Design - This course provides an exploration of student centered instructional design and supports participants in their development of structure and strategies necessary to ensure significant learning outcomes for all students. (3 units) EDUC 503: lnstructional Planning and Pedagogical Reflection - This is a highly interactive asynchronous course designed to prepare students with concepts, principles, and skills employed to create significant learning experiences. The primary focus of the course is on understanding and applying a learning-centered approach to college teaching. (3 units) EDUC 504: Apprentice Teaching - this is a practicum in which apprentice teachers will apply the theories and strategies learned in the first three courses to teaching in a higher education classroom. (2 units - 90 hours of teaching practice.) Concurrent enrollment with EDUC 505. EDUC 505: Reflective Practice Seminar - this companion debriefing seminar has two purposes: examination of individual teaching practices in EDUC 504 and support for completion of the performance assessment e-portfolio which will provide evidence of teaching effectiveness. (1 unit) Concurrent enrollment with EDUC 504, Students will identify a mentor to supervise their teaching experience. A mentor orientation accompanies EDUC 504 in order to prepare the mentors to effectively supervise the apprentice teaching.

8 Courses will be scheduled so that students may enroll in the program on a full-time or part-time basis. Our goal is to start the certificate program in the summer term so that students can complete the program with an apprentice teaching experience in the spring semester. Part-time students can extend the program over a longer timeframe' Work has already begun on the new program design. lt is our hope to have the first course offering in late summer IAIL, with the first certificates to be awarded at the end of spring 20L2. The schedule for the first cohort is as follows: o Summer 2011: EDUC 501 o Fall 2OtI: EDUC 502, EDUC 503 Spring 2OL2: EDUC 504, EDUC 505 lmplementation Plan For the past two semesters, faculty have been meeting to redesign the curriculum' The faculty involved are all senior faculty with demonstrated teaching excellence. They have already created the new syllabi and recently submitted it to the university curriculum committee for review and approval. The next step will be to create the individual courses. Each of the faculty currently involved in this project have experience with course transformation into an online environment. We will work with our technology support staff to help them create the online courses. As soon as the program is approved, we will begin marketing efforts. We will design brochures and a website to disseminate information about the program. We will send announcements to human resource and academic personnel service departments as well as to graduate program coordinators. We will market the program to public and private universities

9 and community colleges. Our goal is to attract anyone who is interested in learning to teach or to improve their teaching. lmpact Statement Once this program is established, t w ll become an on-going certificate program which is sustained by student fees. With effective marketing and successful graduates, we believe that we will be able to attract sufficient enrollments to offer the program on an annual basis' ln the long run we expect the program to regularly produce well qualified teachers, and therefore fulfill an important role in workforce development. The certificate program should provide a well qualified pool of educators and ideally improve the overall quality of teaching in higher education. Dissemination Plan We believe that this is a unique and comprehensive approach to preparing individuals for more effective teaching. We will be pleased to share our experience with other campuses who may be interested in professional development for their own faculty. We will be carefully assessing the effectiveness of this program and will gladly share our discoveries. our faculty will have the opportunity to share the outcomes of our program in professional meetings or as speakers at individual campuses' Evaluation Plan We believe that learning to teach well is a lifelong process. The focus of these courses is to provide a framework that teachers can use throughout their careers to evaluate, reflect upon, and improve their teaching in order to create and maintain a process of continual growth and renewal of their teaching pract ce. We will therefore practice what we preach' That is, we

10 have established tearning outcomes for the program and for each course. We will continually evaluate how well the students achieve the established learning outcomes' We will then be reflective of our own teaching effectiveness and make adjustments as needed' Student evaluations will be critical to informing our progress. We will review the teaching effectiveness of our graduates and seek input from their employers. Program success will also be measured by the number of students who enroll in the program. ln order to be sustainable, we will need to attract adequate enrollments to support the full costs of the program' Budget The anticipated direct costs for this program for the first year are as follows: o Faculty stipends for course design: 4 faculty at 55,000 each = 520,000 o These senior faculty have demonstrated excellence in teaching and will endeavor to create learning environments that model good teaching as well as guide students in their professional development. Their curriculum will be both practical and engaging. They are tasked with creating online learning communities that engage and challenge the students' o Technology support for course design: 5 courses at 52,000 each = 510,000 o Support staff will help faculty to implement the learning objectives in the online environment. They will develop the techniques to enhance the learning experience. o Marketing and outreach (including website and brochures) = 510,000

11 o A website will be created and maintained. ln addition, a contact list will be created so that s and brochures can be sent. Printing and postage costs are included. r Salaries for first time teaching and evaluation: 4 SA,OOO each = 540,000 o Anticipating that it w ll take some time to build up a sizeable cohort, we believe that the cost of instruction will have to be subsidized for the first year. Benefit costs should be minimat, as this will initially be additional pay for the faculty. Total direct program costs for the first year are therefore estimated to be 580,000. We are requesting 550,000 from the Commission on the Extended University, and Humboldt State University's Office of Extended Education will invest the additional $30,000. ln addition, the Office of Extended Education will provide administrative support for the program. We have been anticipating a trip to Vietnam to collaborate with a partner institution, but the trip has become tentative. Therefore we are not including that projected cost in our budget. When that opportunity becomes available, we willfund it out of HSU Extended Education resources. We will continue to pursue international partners. We are very excited about the redesign of the program and believe that it will contribute significantly to workforce development and professional growth. We greatly appreciate support of the CSU Commission on the Extended University as we embark on this initiative.

12 California State University Commission on the Extended University z0fílr? RFP Budget Source of Funds $