On Teaching Excellence

· Class is well structured

o Clear and attainable objectives

o objectives met at the end of class

o establish clear outcome

· Conveys power and capabilities of students to learn

o Inclusive, inviting, encouraging student/teacher interaction

o "Connections' made

o Student success oriented

o Enthusiasm on the part of instructor and students

o passion and excitement on the part of the instructor

· Continuous learning process

o continuous outcome assessment: how students progress through the course

o continuous feedback between students and instructor

· Instructor knowledgeable of subject matter

o instructor current in discipline content

o don't assume you know more than your students

o reinforce/develop academic discipline

· Challenging but nurturing

o meet students at their level and bring them to where they need to be

o faculty serve as role models

o set high standards

· Adaptable pedagogy

o technology supplement available in all classrooms

o appreciation of different learning styles

o sense of humor

o give students more active role in their learning process/transfer ownership of learning process to the students

o break down concepts into steps & guide practice (NFS 1/26/01)

· Critical thinking skills continuously incorporated in instruction

o higher level of conceptual skills

o theory to real life applications to prepare students for the future

· Out-of-Class Efforts (from the January 2001 New Faculty Seminar discussion of the same question)

· After-class efforts beyond the door, individual attention and availability, tutor, use extra office hours, gathering with students

· Utilizing time both inside and out of class to develop bonds with students and modeling moving outside comfort zones

· Spending time on campus beyond required office hours and contact hours

· Serving on committees that work toward bettering students’ situations

· Developing new courses or extra seminars, e.g. optional study sessions for interested students

· Coordination of efforts between faculty and counselors to create a Learning Community

· Division chairs need to initiate discussion on teaching excellence with faculty

· Emphasis of instructional content and pedagogy via a Teaching Strategies Initiative

o How to write a good syllabus

o Multiple Learning styles

o Sharing "Best Practice"

o Portfolio assessment

o Active Learning

o Service Learning

o Case studies

o Journal entries by students

o Relationship-building skills

· Division Chairs should be involved in encouraging faculty [even as career coaches]

· Electronic [or hard copy] newspaper/newsletter

· Peer or coach/faculty developer review of teaching style [like Chancellor DuBois enjoyed during his first year of teaching]

· For continuous "self-evaluation," videotape yourself while teaching.

· "Cultivate" pool of adjunct faculty