General Faculty Meeting January Brigham Young University Idaho

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Derick Wade
6 years ago
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1 General Faculty Meeting January Brigham Young University Idaho

Number 5 Areas Knowledge & Depth Learning & Teaching Skills Campus Citizenship Preparedness Resources / Strategy 5-Year Plan Outcomes To Know Learning Deeply & Broadly

2 Q U A L I T Y I M P E R A T I V E H I G H I M P A C T P R A C T I C E S Learner Centered Curriculum Faculty & Employee Development Student Development Foundations Learning Model Best Practices Modes of Delivery Outcomes Learning Activities Assessment Modular Interdisciplinary Content vs. Number 5 Areas Knowledge & Depth Learning & Teaching Skills Campus Citizenship Preparedness Resources / Strategy 5-Year Plan Outcomes To Know Learning Deeply & Broadly To Do Developing Core Academic Skills To Become Becoming a Disciple-Leader Help & Train Students to Act Experience Core Academic Skills Outcomes / Assessment Student Impact Collaborative Work Stimulate / Create Interest

3 General Faculty Meeting January Brigham Young University Idaho

4 Faculty development is essential to the health and well-being of our faculty and the University. We ve proven that we can go long and hard for a full decade on the goodwill and dedication of a consecrated faculty. I don t think we can go two decades like this. We need to invest in the people who are the life-blood of this University. P R E S I D E N T C L A R K

5 Professional Development Funding

6 P R O F E S S I O N A L D E V E L O P M E N T F U N D I N G Current Status Departments as low as $400 / faculty / year Beginning Winter 2012 All departments will have ± $1,300 / faculty / year

7 P R O F E S S I O N A L D E V E L O P M E N T F U N D I N G Other Efforts National learning & teaching conference opportunities Increased funding through Thomas E. Ricks Associates Increased Fellowship opportunities

8 P R O F E S S I O N A L D E V E L O P M E N T F U N D I N G What do we hope will be the outcome of this investment? World-class, well-trained, professionally active faculty Excellence in both content area development and learning & teaching development Renewal and growth

9 P R O F E S S I O N A L D E V E L O P M E N T F U N D I N G

10 University-wide Teaching Assistant Program

11 S P E C I A L I Z E D S T U D E N T A S S I S T A N T P R O G R A M Current Status Informal process of identifying qualified TAs Student qualifications typically reflect only our own discipline / major TAs trained by the hiring faculty Become most effective at the end of the semester

12 S P E C I A L I Z E D S T U D E N T A S S I S T A N T P R O G R A M Hiring Departments / colleges manage hiring Automate the hiring process Choice of hiring students we know or connect into a campus-wide system to identify candidates tested / trained in a variety of skill sets

13 S P E C I A L I Z E D S T U D E N T A S S I S T A N T P R O G R A M Specialized Training Instructional Assistance i-learn Assistance Resource Assistance (content research) Media Assistance Assessment Assistance Writing Assistance Others (by disciplines)

14 S P E C I A L I Z E D S T U D E N T A S S I S T A N T P R O G R A M Introductory training working effectively with the faculty, self-starting, dependability, organizing your work, leaving a record for the next TA, etc Sample Training Topics Instructional Assistance Sample Training Topics Writing Assistance Assisting in the classroom Verbal communication Group facilitation etc Assisting in the classroom Writing to communicate Using rubrics etc

15 S P E C I A L I Z E D S T U D E N T A S S I S T A N T P R O G R A M

16 S P E C I A L I Z E D S T U D E N T A S S I S T A N T P R O G R A M What do we hope will be the outcome of this investment? A strengthening of a collaborative community of learners that further unites students and faculty A positive atmosphere where systematic inquiry is a vital part of all learning & teaching at BYU-Idaho Optimization of faculty time Bring specialized skills that broaden faculty effectiveness / hands on experience for student TAs More student jobs

17 Faculty Load

18 A N N U A L F A C U L T Y L O A D Proposal Current load is 36 load hours for a 100% contract Currently, faculty are eligible for a 3-hour load reduction for professional development (33 / 36) Goal: 30 / 36 annual load for 100% contracts Load will remain at 36 with two load reductions: Content Area development Learning & Teaching development

19 A N N U A L F A C U L T Y L O A D What will be parameters that guide our discussions? How do we do this within our current department resource, or with modest increases over time? How do we do this without diminishing our department s contribution to Foundations? How do we do this with minimal overload? What will be acceptable / unacceptable load models? 10 / 10 / 10 9 / 12 / 9 15 / 0 / / 6 / 12

20 A N N U A L F A C U L T Y L O A D How will we fill the teaching load gap? Are there curricular changes we could implement that would both improve and streamline what we teach? Can we reduce the number of low enrolled sections in our department? Are there other efficiencies to be gained (the way we schedule classes, frequency of offerings, etc)? Is there opportunity for competency-based courses?

21 A N N U A L F A C U L T Y L O A D Which of our courses can be taught effectively online? Are there innovations that could improve how we teach (hybrid teaching team, full-time with remote faculty)? Can the new TA program be used innovatively to reduce faculty load? Can we better develop current and new adjunct? What is the right balance of graduates to the actual job market in our disciplines (limit student majors)?

21 st Century Budgeting April 29, ICCCFO Spring Conference

21 st Century Budgeting April 29, 2016 2016 ICCCFO Spring Conference Matt Bubness GFOA Senior Manager 312-578-2267 (mbubness@gfoa.org) John Fishbein GFOA Senior Program Manager 312-578-2268 (jfishbein@gfoa.org)