June 15, 2019
June 15, 2019
June 19, 2019
Faculty Development Constituent Committee
Faculty engagement and integration has been well recognized as a key factor in the development of a positive college culture and a productive teaching and learning environment. However, the independent nature of faculty work as well as the segmented institutional structure has led to the prevalence of academic silos. In addition, with the changing landscape and budgets of institutions of higher education, contract or temporary faculty are playing a more and more important role in undergraduate education. In the College of [college name] at XXX University, more than 50% of courses are taught by adjunct faculty, many of whom are working professionals in companies or government sectors. Clearly the work experience and expertise of the adjunct faculty is a great asset to the college, however, the lack of effective ways of integrating faculty into the college has presented a significant challenge to the establishment of an inclusive and supportive faculty community. In addition, bargaining unit rules make it difficult to require adjunct faculty to attend professional development meetings.
To address this challenge, the College launched a Teaching and Learning (T&L) Academy in 2015 as a platform to bring all faculty together to share ideas and learn from each other. Originated as a one-day workshop to share best teaching practices within the college, the T&L Academy now has expanded to include a series of short, informal faculty learning community meetings called Teacher-Scholar Forums throughout the academic year. The content of the summer workshop is designed collaboratively with the Center of Effective Teaching and Learning (CETL), which organizes the University New Faculty Orientation. In the past three years, we have seen the growth of participation of faculty, both T/TT and adjunct faculty from different departments in the College. This Work-in-Progress paper presents the evolving process of the development of the ECST Teaching and Learning Academy, as well as its impact on faculty integration and engagement. Preliminary data including faculty participation and survey results on perceived value of the T&L Academy will be shared. We would prefer to present this WIP paper in poster format to allow engaged conversation. While we feel that sharing the practice of building a successful Teaching and Learning Academy benefits the broader community, we also expect to receive feedback to formulate a study to enhance faculty engagement and integration using this platform.
Dong, J., & Allen, E. L. (2019, June), Board 81: Work-in-Progress: Building an Inclusive Faculty Community through the Teaching and Learning Academy Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32437
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