Faculty Governance Update, May 2016

faculty-association-leadership-grove

Your Collegewide Faculty Association Leadership, from left to right: Nichole Shorter, Michael Robbins, Ruby Alvarez, Suzette Dohany, Neal Phillips, Joel Berman and Valerie Woldman

By Suzette Dohany, President, Collegewide Faculty Association

What Do You Do for a Living?
Here are this month’s responses from our survey during the fall semester, which asked faculty the faculty-insight-news-idquestion, “What do you do for a living?”

“I serve. I challenge success and allow for failure. I create safe environments for learning and affirmation to occur. I help change the world through respect and acceptance. I’m devoted to being a lifelong learner. My maxim is, Hard Work Earns Results.”

“I connect students with their passions. Part of my class is to show them new paths, whether it be intellectually, emotionally, educationally or within the community.”

Professional Development and Learning Dimension Reminder
Just a reminder that we are in year two of the 2015-17 professional development cycle for eligible faculty. Email reminders will be coming soon. Click here for a document that explains the redesign of the Faculty Compensation Incentive components (professional development and learning dimension) and the timeline through 2019.

Faculty Fellows from Wendi Dew, Assistant Vice President, Teaching and Learning
The faculty fellows program was established in 2013. Faculty fellows for teaching/learning work with collegewide and campus-based colleagues to enhance teaching and learning. Faculty fellows:

  • Create, implement and revise campus-based and collegewide faculty development opportunities that support all faculty members as they expand their professional practices and examine their ongoing development in the seven Essential Competencies of a Valencia Educator.
  • Create, implement and revise strategies to support strategic learning initiatives.
  • Create, implement and revise campus-based opportunities to support the development of course and curricular experiences, in all modalities, to improve student learning.
  • Develop and implement strategies to expand communities of practice for full-time and part-time faculty members to achieve excellence and innovation in teaching, learning and technology.
  • Research, articulate and disseminate innovative best practices in faculty development, teaching, learning and technology in all instructional modalities.
  • Increase faculty engagement in the campus’ Center for Teaching/Learning Innovation and in faculty and instructional development opportunities.
  • Conduct individual and group consultations in select teaching, learning and/or technology topics.
  • Pursue individual professional interests that result in scholarship, innovation and excellence in teaching, learning, assessment and/or technology.

While helping to serve the needs of campus faculty through their leadership, faculty fellows enjoy deep development and the opportunity to renew themselves professionally through scholarship and innovation in teaching, learning, assessment and technology. For a list of past and present faculty fellows, click here.

If you are interested in learning more about the faculty fellows program, please contact Wendi Dew at wdew@valenciacollege.edu or extension 3841.

College Curriculum Update from John Niss, Professor, Mathematics
A group of faculty and deans met to create a new process for preparing proposals to request that courses are included in general education. The state has mandated a set of courses (the gen-ed core) for each of the five gen-ed areas (mathematics, science, humanities, English and social science), while Valencia faculty determine additional courses (institutional hours) for each area though the Curriculum Committee.

The work group has determined that the following principles should guide the new process:

  • All stakeholders will be included in the process
  • Stakeholders will be aware of their roles in the process
  • The process will be inclusive of concerned faculty
  • There will be clear and open paths for communication
  • Results will be student-centered, particularly addressing program integrity
  • Data will inform the process including:
  1. Effects on Associate in Science programs and pre-majors
  2. Transferability
  3. Predicted effects on course section offerings of related courses

Under the new process, a work team will prepare a portfolio for the proposal that will include the following:

  • Course outline
  • General Education assessment plan
  • Gen-Ed template
  • Transferability data
  • Impact assessment (enrollment, program integrity, etc.)
  • Communication plan, including a list of stakeholders who should be notified

The proposal will be presented at a face-to-face forum for feedback, and input will also be requested through the Curriculum Committee blog. Then, the entire package, including the portfolio and feedback, will be presented to the committee at its November 2016 meeting for consideration.

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