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The Kentucky Community & Technical College System and Bowling Green Technical College Welcomes You To New Faculty Seminar. The Community & Technical College Mission & Philosophy. Overview. History Concepts Philosophy Challenges Focus Mission. History. European - PowerPoint PPT Presentation
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The Kentucky Community & The Kentucky Community & Technical College System Technical College System
andandBowling Green Technical Bowling Green Technical
CollegeCollegeWelcomes Welcomes
You You To To
New Faculty SeminarNew Faculty Seminar
The Community & The Community & Technical College Technical College
Mission & PhilosophyMission & Philosophy
Overview
History Concepts
Philosophy Challenges
Focus Mission
History
1800s
Agriculture Based
Education
1862
Morrill Act
1880
Teacher Education
1901
First Community
College
Late 18th
Early 19th
Century
European Industrial Revolution
Community & Technical College Beginnings
Joliet Junior College founded 1901
History
1917
Smith Hughes
Act
1921
AACC
1944
GI Bill
1947
Truman Report
Early Concepts • Smith-Hughes Act 1917
– Provided Federal funding for vocational education
– Promoted segregated curriculum
• AACC (formerly AAJC) 1921 – Strengthened junior colleges
• Depression of the1930’s – CC responded to unemployment
• GI Bill 1944 – Increased educational options
• Truman Commission Report 1947 – Recognized the need for community-based
colleges
History
1954
Brown Vs.
BOE
1957
Little Rock Arkansas
1963
Perkins Act
1964
Civil Rights
Act
1979
DOE Created
Early Concepts
• 1950 National Science Foundation 1951 – Science & technology
• 1954 Brown v. Board of Education – Desegregation – 1955 Little Rock, Arkansas
• 1957 Sputnik – Space age and satellite technology
Community/Technical College Beginnings
1963 Perkins Act • Integrated
programs • Competency-based
applied learning • Higher order
reasoning • Problem solving
skills • Occupational-
specific skills
Carl D. Perkins U.S. House of Representatives - KY
“Indeed the community college seemed to be the Ellis Island of higher education.”
George Vaughan
KCTCS VIDEOKCTCS VIDEO
• May 1997 HB1 – KY Postsecondary Education Improvement Act
• July 1997 – The Governor appointed 8 Regents to the KCTCS Board
• October 1997 – 6 Regents elected from college faculty, staff and students
Creation of KCTCS
• January 1998 – University of KY transfers 13 community colleges to KCTCS
• July 1998 – KY TECH (state government) transfers 15 technical postsecondary schools to KCTCS
• Dec. 1998 – KCTCS Board of Regents hires Dr. Michael B. McCall, founding president of KCTCS
Creation of KCTCS
• 1998 - SACS approves substantive change
• 1999 - Board of Regents approves consolidation
• 2003 - 5th Anniversary of
KCTCS • 2004 – LCC joins KCTCS
Creation of KCTCS
District structure – merger of 29 colleges to 16 districts
Creation of KCTCS
Bowling Green Technical Bowling Green Technical CollegeCollege
In the beginning………In the beginning………
Western Trade School - 1939Western Trade School - 1939
CAMPUSESCAMPUSES
BOWLING GREEN TECHNICAL BOWLING GREEN TECHNICAL COLLEGECOLLEGE
July 2005 – July 2005 – Bowling Green Bowling Green Technical College Technical College welcomed welcomed Dr. Nathan Hodges Dr. Nathan Hodges as it’s new as it’s new President/CEO President/CEO
BGTC VIDEO
Philosophy of the Community & Technical
College
• Continuous improvement • Development of the whole
student • Emphasis on teaching and
learning • Access • Responsiveness
Learning Styles
“ I never teach my pupils; I only attempt to provide the conditions in which they can learn.”
Albert Einstein
Learning Styles
3 Basic Types Visual
Auditory Tactile or Kinesthetic
Visual Learners
• Learn best when information is presented visually and in a written format.
• Examples: Using the board, overheads, video, PowerPoint, handouts, outlines, Internet, demonstrations, charts, diagrams, and web enhanced courses
Auditory Learners
• Learn best when information is presented orally.
• Examples: Lectures, class discussions, detailed explanations, oral presentation, taped lectures, learning communities/study groups, and oral summaries or chapter reviews
Tactile or Kinesthetic Learners
• Learn best when information is presented by doing.
• Examples: Lab settings, in-class demonstrations, field work such as clinical, internships, co-ops, group projects, interactive CD’s
Four Dimensions of Learning Styles
•Cognitive •Communication •Relational Styles •Motivational Styles
Levels of Cognitive Learning
Memorization Understanding
Application
Memorization
•Involves rote learning. •The learner encodes facts of an association between a stimulus and a response.
Understanding
•Meaningful learning. •Relates new ideas to prior knowledge.
Application
•Transfer learning. •Identify commonalities.
Characteristics of Effective Teaching
“ To teach well is to make a difference in all the lives you touch.”
Donna Bulger
Four Areas of Competence for Effective
Teaching
1. Understanding of human behavior;
2. Attitude that promotes learning and relationships;
3. Knowledge of the subject area;
4. Acquired teaching skills that facilitate learning.
Three Skills for Effective Teaching
1. Identify learner outcomes
2.Facilitate the lesson
3.Assess outcomes
Characteristics of an Effective Teacher
• Demonstrates knowledge of the subject area.
• Is enthusiastic! • Has well planned
lessons. • Uses teaching aids
effectively. • Uses a variety of
instructional aids. • Is concerned for the
students’ progress.
More Characteristics of an Effective Teacher
• Interacts with the students.
• Provides constructive feedback.
• Respects the students.
• Uses probing questions.
• Provides praise. • Establishes eye
contact with all students.
• Is fair to all students.
More Characteristics
• Discusses viewpoints other than their own.
• Use humor effectively.
• Enjoys teaching! • Smiles!
• Speaks in an
expressive way. • Answers students
questions.
Still More Characteristics
• Talks with students .
• Reminds students of assignment and test dates.
• Provides test reviews and gives examples.
• Acknowledges diversity in learners and their cultures.
• Provides intellectual challenge.
• Makes the learning experience memorable.
Modeling Appropriate Behavior
“Teachers affect eternity; they can never tell where their influence stops.”
Henry Brooks Adams
Appropriate Professional Behavior
• Behaves ethically. • Works effectively. • Maintains positive
professional attitude.
• Responds appropriately to stress!
• Meets professional responsibilities.
• Wears appropriate attire for the profession.
Appropriate Student/Teacher
Relationships
• Refrain from getting too close. • Refrain from touching. • Turn down requests from
students to attend off-campus parties.
How to Keep Yourself in the Classroom and Out of the
Courtroom•Never invite a student to your
home. •Never engage in physical
relationships with students. •Never tell inappropriate
jokes, make inappropriate comments, display inappropriate pictures, or make inappropriate gestures in class.
“Professionalism is knowing how to do it, when to do it, and doing it.”Frank Tyger
Classroom Management
KCTCS “Consensual
Relationships Policy”
Consensual relationships between instructor and student or supervisor and employee are discouraged. (3.3.1.4) http://www.kctcs.edu/employee/policies/volumeII/volII3-3-1.pdf
KCTCS is committed to providing a work environment
that is pleasant and professional.
KCTCS Student Code of Conduct
• Where to find it: http://www.kctcs.edu/student/c
ode.htm •What does it cover? •How do I use it? •Whom to refer to for
questions.
What do faculty need to know?
Article I: What does it say?
Students have rights: •Student publications. •Provisions of the Family
Educational Rights and Privacy Act of 1974.
http://www.ed.gov/policy/gen/guid/fpco
/ferpa/index.html
Article II: What does it say?
• Lists the six academic rights of students.
• Defines Academic offenses in KCTCS.
• Sanctions available to the faculty.
• Lists rights and responsibilities of students when sanctioned for academic offenses.
• Outlines Appeals Process. • Identifies College Appeals Board
roles and responsibility.
Compliance with Federal Laws or Regulations
1973 Federal Rehabilitation Acthttp://www.dol.gov/oasam/regs/statutes/sec504.htm
This Act prohibits discrimination on
the basis of disability in programs conducted by federal agencies, and programs receiving federal financial assistance.1990 Americans With
Disabilities Acthttp://www.usdoj.gov/crt/ada/adahom1.htm
The ADA is designed to make sure that public and commercial facilities are accessible to disabled person, so long as the accommodations are not “structurally impracticable.” Title II covers all activities of postsecondary educational institutions whether or not they receive Federal funds.
KCTCS Policies and Procedures for Disability
Services
The KCTCS policy states that regarding programs or activities:
• No otherwise qualified person with a disability be excluded from participating;
• Be denied the benefits of the program or activity;
• Or otherwise be subjected to discrimination.
College Rights
• Maintain and require academic and technical standards.
• Request the student to provide relevant documentation.
• Discuss a student’s need for reasonable accommodations with professional source.
• Provide reasonable accommodation(s) on a case-by-case basis.
• Deny a request for accommodations that is inappropriate or unreasonable and would create an undue hardship on the college.
Colleges Responsibilities
• Provide appropriate settings for courses, programs, services, jobs, activities, and facilities.
• Make available information regarding policies and procedures.
• Evaluate students on their abilities.
• Provide reasonable and appropriate accommodations.
• Maintain confidentiality.
Student Rights
• Equal access to courses, programs, services, job, activities, and facilities.
• Reasonable and appropriate accommodations determined on a case-by-case basis.
• Appropriate confidentiality • Access to information.
Student Responsibilities
• Disclose the fact that they have a disability to receive accommodations.
• Provide diagnostic verification. • Be informed of specific procedures. • Inform the disability services
coordinator and/or instructor about within one week of delivery of services.
• Contact the Disability Service Coordinator if reasonable accommodations are not implemented in an effective or timely way.
Faculty Responsibilities
• Make available the name and contact information on each syllabus. (20 point font)
• Receive appropriate information from the ADA Coordinator.
• Provide reasonable accommodations when requested by the ADA Coordinator.
• Discuss with the student. • Contact the ADA Coordinator for
questions.
How to Implement Accommodations
• Confidentiality. • Not special treatment, but equal
chances of success. • Persons with disabilities are entitled to
accommodations. • May or may not need a specific
accommodation in every class. • What are their suggested
accommodations. • May not be eligible for accommodations
on standardized test. • Make sure they are registered with
disabled services.
How to Implement Accommodations
• If in doubt contact disability services. • Disability services will determine “need
to know.” • Do not give more accommodations than
requested. • The person with the disability must
request the help. • The coordinator of disability services has
the right to refuse an accommodation. • The faculty member should not give a
person an accommodation if the person was refused the accommodation by disability services.
• Accommodations are not retroactive. • The accommodation does not go into
effect until it is verified by disability services.
How to Implement Accommodations
• Must make accommodations field trips.
• Must check to see if the places you wish to go are accessible or offer alternate experience.
• VCR tapes must be closed captioned. • Internet must be accessible to
persons with sight impairments. • Be open to universal ways of teaching. • The Disability Coordinator cannot
give accommodations to people who are not disabled.
Faculty members can learn
more about specific disabilities and their
responsibilities at the: BGTC Disability Services
Websitehttp://www.bowlinggreen.kctcs.edu/disability_services.php
Classroom Management
- Safety Issues -
KCTCS“Administrative Policies
and Procedures” documents approved policies for this area.
http://www.kctcs.edu/employee/policies/volumeII/volII3-3-6.pdf
Faculty members should be familiar with their
responsibilities• Know safety and health standard
rules. • Report hazardous conditions,
injuries or illnesses. • Use personal protective
equipment. • Use approved equipment.
Students are also responsible for all safety
standards and rules.
Questions regarding safety in Questions regarding safety in the classroom or on campus, the classroom or on campus,
please refer toplease refer toBGTC’s Safety ManualBGTC’s Safety Manual
http://www.bowlinggreen.kctcs.edu/pdf/Safety%20Manual%202007-2008-Revised.pdf
Classroom Methodology
What do I facilitate?
• Lesson based on: • learner outcomes •course competencies
• What is important for your students to know and/or do?
• Learner outcomes communicated to students in the syllabus.
Plan for Designing & Delivering Learning
OutcomesDesign Backward
Deliver Forward
Based on intended learning outcomes for:
The Lesson The Unit The CourseThe
Academic Program
The Institution
(W. Spady, personal communication, October 28, 1998)
Syllabus ChecklistCourse Number PeopleSoft NumberSemester FacultyThe course syllabus
includes the following items:
___Course Prefix & Number
___ Course Title___ Course Credit
Hours___ Official Course
Description___ Course
Prerequisites___ Faculty’s Name___ Faculty’s Phone
Number
___ Instructor’s E-mail___ Instructor’s Office Location and Office Hours___ Required Text(s) and Supplies___ Approved Course Competencies___ Course Outline___ Course Structure___ Technology/Media Component___ Course Requirements and Evaluation/Grading Policy___ Distance Learning Courses ___ Attendance Policy
Syllabus Checklist___ Withdrawal Policy___ Statement of Student Cheating & Plagiarism___ Americans with Disabilities Act Statement (ADA)___ Grievance Procedure___ Lesson Plans Complete for all above listed courses ALL COURSE SYLLABI MUST INCLUDE THESE ITEMS
•Instructor Signature •Division Chair Signature•Review by CAO
Mode of Delivery
•Lecture •Lab •Clinical •Distance Learning
What is My Instructional Plan?
•Learner Outcomes
•Do they assess: •Level of student achievement.
•Connection to overall course objectives.
•Purpose for each class.
What is My Instructional Plan?
•Are they: •Descriptive of a learning
outcome. •Measurable. •Clear. •Learner centered. •Inclusive of all levels of
Bloom’s Taxonomy.
Categories in the Cognitive Domain
Bloom’s Taxonomy Knowledge
Comprehension Application
Analysis Synthesis Evaluation
How Do I Assess Learning?
• Formative: Informal, immediate assessment of student understanding used before progressing to future objectives.
• Summative: Formal assessment of student mastery of several objectives.
• Reflective: Instructor self-evaluation.
The Assessment Process
Huba & Freed, 2000
Discuss & use assessment results to improve learning
Formulate statements of intended
learning outcomes
Develop or select assessment
measures
Create experiences leading to outcomes
Formative● Focused Listing ● Directed Paraphrasing ● Self-diagnostic Learning
Logs • One-sentence summaries • One-minute paper • Assessment cards • Student-generated quizzes Classroom Assessment Techniques: A
handbook for faculty (Cross and Angelo, 1988)
Summative• Based on your learner outcomes. • Should reflect both the content
and level of experiencing the content. (ex. You would not expect a student to read about riding a bicycle then demonstrate proficiency in riding.)
• Alternative evaluations: • Performance Tests • Take-home and open-book
application tests • Group Exams • Portfolios
What is My Instructional Plan?
•Does your: •Student assessments match the
learner outcome. •Assessment requires learner to
meet the outcome. •Formative •Summative
Lesson Plan• Beginning
• Review previous lesson
• Provide overview of lesson
• Establish learner outcomes
• Middle • Provide
appropriate method of instruction
• Ending • Establish
closure • Summarize
lesson objective • Summarize
conclusion of session
• Assessment • Conduct
formative and/or summative assessment of lesson
Beginning the Lesson
• Get the students’ attention. • Establish expectations for what is
to be learned. (Learner Outcomes)
• Motivate the students. • Use the students’ prior
knowledge.
Generating Productive Discussions
• Ask stimulating questions. • Help students articulate their
ideas. • Encourage collaborative
learning.
Ending the Lesson
• Makes you aware of the time needed to complete a lesson.
• Helps students retain the important information.
• Increases the probability for recall.
• Assesses learner outcomes.
Organizational Tools• What are your equipment needs?
– Is it in working order? – Do you know how to use or fix it? – Practice, practice, practice!
• Are handouts clear and organized?
• Are board work or AV presentations readable? – Can you see the material from the
back? • Do you require IT scheduling? • Does the course have Distance
Learning components? • Did you establish office
hours/conference time/e-mail communication?
• Do you have a back-up plan?
How do I facilitate the lesson?
Multiple teaching methodologies for multiple learning styles: • Plan for variety; • Tailor methodologies to objectives; • Refine questioning techniques; • Encourage discussion; • Facilitate collaborative Learning.
Lecture
• Key factors: • Practice and
Develop Skill; • Set tone and
climate; • Incorporate
variety. •
•Set, Body, Closure!
Questioning/Discussion
Adds: Critical Thinking Active Involvement Exchange of Ideas
Plan! Plan! Plan! Questioning and discussion are
NOT spontaneous or off the cuff!
Collaborative LearningFacilitates: Communication skills Interdependence Problem solving Organizational skills Examples: Case studies Role play Simulation Think-Pair-Share
Presentations/Projects
Reflective Assessment
• Did you meet your learner outcomes?
• How were techniques received by students?
• What modifications did you make in your plan, if any?
• What modifications will you make in your plan when teaching this in the future?
“Other Duties as Assigned”
• Advising • Community Service • Budget management • Committee work • Leadership • Janitor, carpenter, inventor,
actor, caterer, writer, nurse, Jack/Jill of all trades
Promotion ProceduresPromotion Procedures
Attend available workshopsAttend available workshops Promotion ChairpersonPromotion Chairperson PowerPoint & Training Materials PowerPoint & Training Materials
Website: Website:
http://www.kctcs.edu/employee/academicaffairs.cfm
Additional Faculty Additional Faculty ResourcesResources Mentoring Program (pg 14 BGTC Faculty Handbook) Mentoring Program (pg 14 BGTC Faculty Handbook)
http://www.bowlinggreen.kctcs.edu/pdf/BGTChttp://www.bowlinggreen.kctcs.edu/pdf/BGTC%20Faculty%20Handbook%20-%20Final%20Faculty%20Handbook%20-%20Final%20Draft022208.pdf %20Draft022208.pdf
Teacher Consultation Program (TCP)Teacher Consultation Program (TCP)
http://www.kctcs.edu/employee/tcp/welcome.htm http://www.kctcs.edu/employee/tcp/welcome.htm POD Coordinators / Teaching & Learning Centers POD Coordinators / Teaching & Learning Centers
http://www.kctcs.edu/prodev/tlss_coordinators.cfm http://www.kctcs.edu/prodev/tlss_coordinators.cfm Teaching & Learning Support Services Teaching & Learning Support Services
http://www.kctcs.edu/prodev/index.cfm http://www.kctcs.edu/prodev/index.cfm Online Tutorial for Faculty & Students Online Tutorial for Faculty & Students
http://unity.kctcs.edu/docushare/dsweb/View/Collectiohttp://unity.kctcs.edu/docushare/dsweb/View/Collection-8295 n-8295
Additional Faculty Resources
• TLSS Resourceshttp://www.kctcs.edu/prodev/tlss_resources.cfm
• League for Innovations http://www.league.org/index.cfm
• American Association of Community Colleges http://www.aacc.nche.edu/Pages/default.aspx
• American Association of Higher Education http://www.aahea.org/
• Learning College http://www.league.org/league/projects/lcp/index.htm
Additional Faculty Additional Faculty ResourcesResources • Internet Resources for Higher
Education Outcomes Assessment http://www2.acs.ncsu.edu/UPA/assmt/resource.htm
• CPE Web Site http://cpe.ky.gov/
• POD Network http://www.podnetwork.org/
• Faculty Development Associates http://www.developfaculty.com/
• Promotion Training Materials: http://www.kctcs.edu/employee/academicaffairs.cfm
Learner-Centered Environment
“Teaching and learning are inseparable parts of a single continuum – more Mobius strip than circle – of reciprocal giving and receiving…All teach and all learn.”
(Christensen, 1991, p. 99)