Possible Faculty Objectives for APPDP. (Revised version) Introduction

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1 Possible Faculty Objectives for APPDP (Revised version) Terry L Jones Introduction The following is a dynamic list of possible objectives for the full-time teaching faculty to use in writing their Annual Performance and Professional Development Plans (APPDP). This list should constantly grow and develop as faculty members develop new objectives over time. These are suggested objectives designed to offer some ideas for those faculty members who want to use them. They are not intended to be prescriptive or restrictive for the faculty member. The role of the dean/director in this process is to ensure that the objectives are clear, measureable, specific, achievable, focused on results, have a set time to accomplish, satisfy the expectations as defined in the faculty evaluation forms depending on the faculty member s appointment status, and meet the needs of the college, campus, division, or faculty member. The purpose of the objectives in the APPDP is to focus on the activities that promote professional development of the faculty member and not to identify something that is a routine function of a faculty member (such as the distribution of a course syllabus or posting office hours, etc.). The following examples depend on whether the individual faculty member is in a 2 nd or 3 rd one-year appointment or in a multi-year appointment (3- or 5- years). The items in each domain are similar; it is the degree of participation that constitutes the differences. (See Appendix C2 for the 2 nd or 3 rd one-year appointments and Appendix C3 for the Senior Faculty appointments of either 3-years or 5-years.) These suggestions do not apply to the new probationary faculty members who are participating in the New Faculty Academy since their APPDPs for both the fall and spring semesters are given to them by the college and require participation in the Academy. There are two institutional academic priorities that should be emphasized and reinforced through these objectives: (1) as the college has implemented a plan for the assessment of the General Education core competencies, it is critical that there be evidence that full-time teaching faculty are using the assessment results to make changes in their courses and/or programs based on the findings of the assessment plan; and (2) for the growing number of faculty who teach online and/or hybrid courses, documentation of instructional design, Academic Services Office Page 1

2 effectiveness, delivery, and expertise in those courses (successful completion of TOPS Elite and Quality Matters, for example). Obviously, the second item only applies to those faculty members who are assigned to teach online or hybrid courses. Teaching Domain Possible APPDP Objectives 1. Instructional Design: Objective: I will develop and implement two student learning activities that facilitate student engagement. Support activity and target dates: During spring semester, research best practices (and attend college workshop if appropriate), and develop the activities for (name of course); implement and assess the activities in the fall semester, with a written report to the dean/director by November 1. Objective: In (name of the course) I will design and implement a new assessment strategy based on best practices to measure student achievement of (name the student learning outcome for the course). Support activity and target dates: During the spring semester, identify the student learning outcome(s) in (name of course), research assessment strategies, and design assessment activity. In fall semester, implement assessment strategy in (name of course) and provide a written report of the results to the dean/director by November 1. Objective: In (name of the course) I will design and implement a new instructional activity based on the course s stated General Education core competency (identify which core competency) based on feedback from the college s General Education Assessment Plan. Support activity and target dates: Provide a written report to the dean/director by November 1, describing the activity and the results of the assessment with any needed follow-up action plan(s) identified. Objective: In the spring semester, I will analyze the General Education assessment results for one of the General Education core competency areas supported by (name of the course) and identify two assignments that I will incorporate into the course that will promote student learning in this competency. Support activity and target dates: These activities will be implemented in (name of Academic Services Office Page 2

3 the course) in the fall semester with a written report to the dean/director on the results and any proposed changes that need to be made in the course. This report will be submitted by November 1. Objective: In the spring semester, I will analyze the student ratings of instruction from the fall semester classes, identify areas of improvement in instructional design, and implement an action plan to accomplish that improvement. Support activity and target dates: Provide written report to dean by November 1, indicating the results of changes that were implemented and reviewing the student ratings results in the same course (name) from the spring semester to identify any other instructional design matters that need to be improved. 2. Instructional Delivery: Objective: I will employ three activities that foster faculty-student interaction in (name of course). The three activities will be (cooperative learning or active learning both of which have multiple strategies that could be used). Support activity and target dates: In spring semester I will identify which strategies to use and design the activities specifically for (name of the course); these will be implemented in the fall semester with a written report to the dean by November 1. Objective: In the spring semester, I will analyze the student ratings of instruction from the fall semester classes, identify areas of improvement in instructional delivery, and implement an action plan to accomplish that improvement. Support activity and target dates: Provide written report to dean by November 1, indicating the results of changes that were implemented and reviewing the student ratings results in the same course (name) from the spring semester to identify any other instructional delivery matters that need to be improved. 3. Instructional Effectiveness: Objective: I will design and implement a meaningful and timely assessment of student learning within the first two weeks of the start of classes in (name of the course). Support activity and target dates: I will develop the assessment strategy in the spring semester and implement it within the first two week of the start of classes in the fall semester, with a written report to the dean/director by November 1 providing the results. Academic Services Office Page 3

4 Objective: In each course I teach, I will develop a matrix to demonstrate that my instructional delivery aligns with the course s stated student learning outcomes. Support activity and target dates: I will deliver this matrix to my dean/director by October 1. Objective: In the spring semester, I will analyze the student ratings of instruction from the fall semester classes, identify areas of improvement in instructional effectiveness, and implement an action plan to accomplish that improvement. Support activity and target dates: Provide written report to dean by November 1, indicating the results of changes that were implemented and reviewing the student ratings results in the same course (name) from the spring semester to identify any other instructional effectiveness matters that need to be improved. 4. Instructional Expertise: Objective: I plan to take (state the course) during (state the semester, spring, summer, or fall any combination thereof) in order to be eligible for a promotion (or to continue/complete my doctoral program in [name: either in a discipline, or in teaching, or in instructional technology]). I will apply for the college s professional development funds to offset the cost of this. Support activity and target dates: I will provide the college s credentialing specialist the original transcript, with a copy to my dean/director, indicating successful completion of the course(s). Objective: I will explore new instructional technology to be used in (name of course) to promote student learning. The technology will be used to support specific student learning outcomes in the course that I will identify. Support activity and target dates: Provide written report to dean/director by November 1, indicating the results of changes that were implemented in the course and reviewing student ratings results in the same course from the spring semester to identify impact of the new instructional technology on student learning. Each dean/director may have specific technology requirements/objectives based on the nature of the disciplines/programs within the division. Faculty members should discuss these with their dean/director and develop a plan with measureable objectives and completion dates. Academic Services Office Page 4

5 (In each of the approved objectives within the Teaching Domain s four areas, the faculty member also could be encouraged to share the results of the work with other colleagues at the college, assuming that it was successful and the faculty member is willing to share their results, at the college s Learning Institute or some other college or campus venue. If this were done by the faculty member, then that sharing could be used under either the Scholarly and Creative Engagement Domain or the Institutional Responsibility Domain). Scholarly and Creative Engagement Domain In writing the objectives, the faculty should use the same format as in the Teaching Domain (above): objective, followed by support activity and target dates that provide measureable results. Conference attendance with a defined outcome (improve my active learning techniques to improve student learning; keep current in the discipline; learning about how people learn and use that in modifying course assignments or design; etc.) and a work product illustrating what has been done as a result of attending the conference (this is the important measureable result of the activity) Serve as an officer in a professional organization Presentation at a professional conference related to the faculty member s teaching discipline, teaching and learning strategies, or instructional technology Graduate coursework (discipline, teaching, or instructional technology) Complete a degree (depends on which column on the VCCS 29 form the faculty member was hired as to whether or not it is a graduate or undergraduate degree) Obtain a new or update certification in the teaching discipline, teaching and learning strategies, or instructional technology Conduct scholarly research in the discipline or participate in the Scholarship of Teaching and Learning Publications (scholarly books and/or journals, either hard copy or online) Juried competitions (where appropriate) Develop a structured professional development plan of workshops taken through the Batten Center on campus that will strengthen an identified area (course design, delivery, effectiveness, expertise) with a work product to document the results of the structured plan (this plan Academic Services Office Page 5

6 could possibly be longer than one year and will need to be divided into two or more parts if the dean/director approves it) There may be other possibilities, especially in the Career and Technical programs that should be discussed with the dean/director Institutional Responsibility Domain In writing the objectives, the faculty should use the same format as in the Teaching Domain (above): objective, followed by support activity and target dates that provide measureable results. Mentor a new (or adjunct) faculty member at the campus as part of the college s structured mentoring program Assume a leadership role in the accreditation activities for either a specialized program accreditation or SACS, with documentation provided to the dean/director Actively participate in the college s General Education Assessment Plan as appropriate, utilizing the results of the Plan to make any needed changes to course(s) based on these results, with documentation to the dean/director Actively participate in the (name of discipline) meetings at the college, providing leadership when the opportunity presents itself, with written reports to the dean/director about my activities Engage in and document the following two institutional activities: (identify at least two from the list in the Plan) Service Domain In writing the objectives, the faculty should use the same format as in the Teaching Domain (above): objective, followed by support activity and target dates that provide measureable results. For faculty members in 2 nd or 3 rd one year appointment, participate in and document at least one activity from the list; senior faculty in a multiyear appointment must participate in and document three/five or more activities during the appointment cycle (in all cases, these must be approved by the dean/director) For the purposes of the APPDP, the specific service activities should be related to the faculty member s teaching field and linked to service to the college, campus, or division. Any APPDP approved service objective shall be of a higher caliber than those that are normally used to meet the Academic Services Office Page 6

7 criteria for the summative evaluation in other words, they are not normal service, but stand out If the full-time teaching faculty member has any questions about a desired objective for their APPDP, they should contact their dean/director since the dean/director must approve all objectives in the APPDP. Academic Services Office Page 7

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