Faculty Opportunities
The observations follow elements of the peer observation model and typically involve two observations per semester. These observations are strictly confidential between the faculty member and the Center for Professional Enrichment and Teaching Excellence. Information is not shared with anyone outside of the observed faculty member. The primary goal is to focus on the faculty development goals of the observed faculty member.
There are a limited number of observations opportunities available each semester. We strongly recommend scheduling these observations as soon as possible. Once a request for an observation is made, the center's staff will work with faculty members to schedule the observations and gather information needed (syllabus, assignments, etc.) to make the process as highly effective as possible. All requests for observations must be made by the specific faculty member to be observed.
Conducting Discussion
- The program consists of a Center staff member coming into the classrooms of interested faculty members and conducting brief 10-minute focus groups with the students enrolled in the class without the faculty member in the room. Student will be asked two basic questions to facilitate the discussion:
- What do you feel has positively impacted your learning this semester?
- What suggestions/ideas do you have for your instructor that may to enhance your learning experience in this class?
- The focus groups will be audio recorded and then transcribed for the faculty member. Students will not be identified, and the instructor will only receive a copy of the comments in bullet point format. Student comments will remain anonymous.
Review Meeting
- Following the midsemester review, faculty participating in this process will be asked to meet with a center staff member conducting the review and will receive a copy of the bulleted comments in addition to a brief summary identifying two to three major themes that emerged during the focus group. These meetings will take no more than 30 minutes. Faculty will be encouraged to discuss the results of the process with their students in order to provide meaning and value to the experience. There is no expectation that faculty will make changes, but the midsemester review is a great opportunity to see where your class is at and engage students in communication about the course.
While we recognize there are many types of professional development, it is important to note this certification is designed to be used only as a demonstrator of teaching effectiveness. This program will only include those events with a primary focus on teaching and learning. Colleges and departments conducting professional development events can have those events endorsed by the Center for Professional Enrichment and Teaching Excellence and award points to faculty fully participating and completing those events.
Once a faculty member earns 15 certification points, the will be eligible for the certificate. Upon the accumulation of 15 certification points, faculty must submit a reflective document summarizing their professional development activities throughout the year. This will be an annual (August-July) certification program. Faculty can renew their certification annually.
The goal of this program is to provide faculty with a mechanism to document their professional development activities and utilize them in a structured and approved manner as a demonstrator of teaching effectiveness.
Certification Point Opportunities
Some certification point opportunities include
This is not a complete list. Additional opportunities will be available as determined by Center for Professional Enrichment and Teaching Excellence staff.
