CTL Professional Development Program for New Faculty
Spring 2010 Offerings

The CTL offers 10 different workshop series for new faculty members during the Spring 2010 semester.  Enrollment in one series means that you will attend three sessions of that series on designated Friday afternoons from 2:00- 4:00 pm  throughout the semester. Each new semester faculty members sign up for one workshop series (of three sessions) in the PDP for New Faculty.

CTL Professional Development Program for New Faculty

Spring 2010 Offerings

 

The CTL offers 9 different workshop series for new faculty members during the Spring 2010 semester. Enrollment in one series means that you will attend three sessions of that series on designated Friday afternoons from 2:00- 4:00 pm throughout the semester and discuss educational theory and practice in a multi-disciplinary, and cross-campus cohort. Each new semester faculty sign up for one workshop series (of three sessions) in the PDP for New Faculty (PDP-NF).

Offerings for Spring 2010

 

 

 

Spring 2010 workshop dates

Session 1: February 12, 2010 (Snow Date February 26)

Session 2: March 26, 2010

Session 3: April 24, 2010

  

Series I: Reflecting on Teaching

 

This series is for experienced faculty (with at least six semesters of full-time teaching) who now wish to analyze and reflect on their knowledge of, beliefs in, and attitudes toward teaching and learning. Participants will learn techniques of reflective pedagogy for the purposes of systematically documenting their growth as educators and keeping track of their successes in facilitating effective instructional activities. Possible topics to be discussed include the following: personal teaching philosophy; relationships with student and with colleagues; and an evolving passion for teaching.

Learning outcomes:

By the end of this workshop series participants should be able to:

• Examine the productiveness and effectiveness of reflective thinking and writing
• Identify the processes involved in reflective teaching and learning
• Validate and appreciate ambiguity and risk-taking in acquiring new perspectives on teaching and learning
• Assess one's growth as a skillful teacher

 

Series II: Using Technology Effectively in Instruction

 

Faculty will learn how to use various digital tools in instruction, such as MyMC Course Tools and podcasting. This series is designed for the instructor who has a basic knowledge of internet usage (ability to search the Web effectively, a familiarity with email, as well as file management), but has not yet incorporated the Web into their courses.

 

Learning outcomes:

By the end of this workshop series participants should be able to:

• Examine the components of an effective Web-enhanced course using MyMC Course Tools.
• Analyze how Podcasting could be incorporated in their teaching.
• Create digital activities and assignments for their courses.

 

Series III: Outcomes Assessment at MC

 

Outcomes Assessment is becoming an integral part of a college’s look at itself, while providing valuable data to outside accrediting agencies. Outcomes can be viewed from the course, program, or institutional level. Outcomes assessment answers the question, “Are our students achieving what we want them to achieve and at the appropriate level of achievement?” Participants will examine outcomes assessment in general, as well as focus on the course level and institutional levels. They will also gain experience in developing outcomes, assessment measures, and indicators.

 

Learning outcomes:

By the end of this workshop series participants should be able to:

 

• examine the productiveness and effectiveness of reflective thinking and writing
• identify the processes involved in reflective teaching and learning
• validate and appreciate ambiguity and risk-taking in acquiring new perspectives on teaching and learning
• assess one's growth as a skillful teacher

 

Series IV: Writing and Student Engagement

 

“Writing and Student Engagement” focuses on how we can use writing in ways that encourage students to take more active roles in their own learning and to become more self-aware and self-directed in their studies. Using this formative practice, faculty will participate in a series of exercises and directed tasks and use writing as a vehicle for exploring and developing their own thinking. After experiencing the work of active writing as learning practice to think about their own teaching, faculty will devise ways to introduce this practice to their students and to make use of it in one or more of their courses. This workshop will also provide faculty with opportunities to learn about the findings of the Survey on Student Engagement and writing, specially the connection between writing and critical thinking.

 

Learning outcomes:

By the end of this workshop series participants should be able to:

 

• Describe the “Writing and Student Engagement” approach
• Explain the connection between writing and critical thinking
• Devise writing activities that encourage students to actively engage in their learning

 

Series V: Service Learning

 

This workshop series will focus on the fundamentals of service-learning with hands-on opportunities for participants to seamlessly incorporate service-learning into any course. Registration for the workshop is open to all new faculty, whether you have service-learning experience or not.

 

Learning outcomes:

By the end of this workshop series participants should be able to:

 

• Modify syllabi to incorporate service-learning
• Connect service-learning to existing curriculum
• Develop reflection activities to fit specific curriculum
• Develop reflection activities to fit specific curriculum
• Develop reflection activities to fit specific curriculum Describe the components of service-learning in theory and practice
• Explain the importance of reflecting in all service-learning experiences.

 

Series VI: Turnitin.com and Other Tools for Preventing Plagiarism

 

In this series, participants will gather a repertoire of strategies for educating students about plagiarism and academic integrity. We will work on understanding types of plagiarism and their causes; using Turnitin.com, a plagiarism prevention software program, as a tool for teaching students about proper use of sources; designing assignments to make plagiarism less likely; developing best practices for helping students learn to paraphrase and attribute sources correctly; implementing MC’s policies on Turnitin and plagiarism; and handling cases of plagiarism should they occur.

 

Learning outcomes:

By the end of this workshop series participants should be able to:

 

• Implement Turnitin.com as a teaching tool for ethically avoiding plagiarism
• Apply pedagogical strategies for making plagiarism less likely through effective assignment design and sequencing
• Explain students’ reasoning to plagiarize – intentionally and unintentionally – and gain strategies for addressing them
• Become familiar with MC’s policies on Turnitin.com and academic integrity

 

Series VII: Technology 2

 

In this workshop series participants will be introduced to more advanced digital programs and tools, and will continue the discussion how to enhance their teaching with the help of technology for the MC classroom. Examples of topics are enhancement of visual communication using concept maps, screen casts (videos via YouTube), timelines, and word clouds, and a presentation and discussion of the top 10 websites that can be used in the classroom. The last session will include an open lab where participants may ask questions and practice on the technologies introduced in the series.

 

Learning outcomes:

By the end of this workshop series participants should be able to:

 

• Explain and use 2-3 of the presented technologies
• Analyze how the new technologies can be used in their classes
• Design a lesson plan including the use of at least one of the technologies
• Compare and contrast the advantages and disadvantages of using technology in the classroom

 

Series VIII: Active Learning in Math and Science

 

This workshop is for faculty in math and science who wish to expand the use of active learning in their classrooms. The sessions will give text and on-line recourses as well as the opportunity to test techniques in the sessions with the other participants. Faculty will also be asked to try out 2-3 techniques in their current classes and report back successes and difficulties to the group for further discussion.

 

Learning outcomes:

By the end of this workshop series participants should be able to:

 

• Describe excerpts supporting active learning strategies in science and mathematics
• Discuss a variety of active learning strategies for use in the classroom t
• Develop 2-3 new techniques in for their classroom
• Analyze results with colleagues in group

 

Series IX: Advising Students

 

This workshop is suited for both counseling and teaching faculty. The heterogeneous and cross campus cohort of participants will travel to the three different campuses to discuss the most relevant topics to advising community college students. At the first meeting the topic will be transfer advising, and the workshop will take place in Germantown. The second meeting will focus on online resources for faculty and will take place in Takoma Park/Silver Spring. The third session will be an open forum and will take place in Rockville.

 

Learning outcomes:

By the end of this workshop series participants should be able to:

 

• Identify five resources used commonly in transfer advising
• Describe the steps followed to provide transfer information to a student
• Navigate to MC Website Transfer page list of transfer institutions

Series X: Students With Disabilities in College

 

This three part series will focus on the issues and concerns of students with disabilities in college. First, we will frame disability and examine beliefs and attitudes about disability and where these come from. Participants will engage in discussion around how we frame the concept of disability and how these frames influence our response to disability. Second, we will review the legal constructs of disability law (I.e. American with Disabilities Act (ADA) Title II and Section 504 of the Rehabilitation act of 1973) and the rights and responsibilities of the college, faculty, and students. Lastly, we apply Universal Design for Learning (UDL) principles to enhance achievement of college students. UDL is based on brain research and is an approach to creating course instruction, materials, and content to benefit people of all learning styles without adaptation or specialized design.

 

Learning outcomes:

By the end of this workshop series participants should be able to:

 

• Learn about their legal rights and responsibilities in teaching students with disabilities
• Respond to students individual learner differences through the application of UDL
• Demonstrate understanding of disability beliefs and attitudes and understand disability through a socio-cultural context
• Effectively respond to student disability issues
• Gain knowledge and skills in teaching practices that promote excellence for all students