Office of Faculty Development

CALL FOR SEVEN FACULTY IN RESIDENCE IN THE FOLLOWING AREAS:

  1. DIVERSITY, MULTICULTURAL LEARNING, & SOCIAL JUSTICE
  2. COMMUNITY ENGAGEMENT & SOCIAL RESPONSIBILITY
  3. TEACHING WITH TECHNOLOGY
  4. MID-CAREER FACULTY
  5. TEAM-BASED LEARNING
  6. PEER OBSERVATION PROGRAM
  7. QUARTER TO SEMESTER CONVERSION

Compensation for each position will be ONE COURSE RELEASE in either winter and spring quarters.  Please see descriptions of each position below. 

In addition to expectations for individual positions during winter and spring quarters of 2012-13, Faculty in Residence (FIR)

  • Work with other FIRs to design and develop FLC curriculum and outcomes, select participants, and meet to report on progress of  faculty learning communities on agreed upon dates;
  • Facilitate topic area FLCs that meet for a total of 10 times (on agreed upon dates) during winter and spring quarters;
  • Advise the OFD and OHSS (Online and Hybrid Support Services) Directors on workshops and events

In Faculty Learning Communities (FLCs) small groups of faculty gather—tenured, tenure-track, and lecturer, or by cohort, from across disciplines--to discuss specific pedagogical topics, to develop strategies for enhancing teaching and learning, and to grow professionally. During seminar sessions facilitated by FIRs, faculty discuss how to create environments that excite, challenge, and inspire a passion for learning while working on individual or collaborative projects.  In the process, FLCs foster a supportive community of reflective and engaged teachers and scholars.

If you are interested in applying for one of these FIR positions, please send a cover letter and curriculum vitae to Jessica Weiss in the Office of Faculty Development, Library Annex 2800 by Monday, December 10, 2012.  Email: jessica.weiss@csueastbay.edu

Your cover letter should describe your interest and knowledge in a specific FIR position area; any experience you have as a participant, presenter, or facilitator in faculty development; ideas for particular workshops, events, and topic area FLC sessions; and thoughts about what you can contribute to your colleagues and students through the Office of Faculty Development and the Faculty Center for Excellence in Teaching.  Your letter must state that you are able to attend all applicable Friday sessions and must include the signature of your chair to demonstrate acknowledgement of program requirements.

1. FACULTY IN RESIDENCE FOR DIVERSITY, MULTICULTURAL LEARNING, & SOCIAL JUSTICE

This FIR should be willing to work with faculty from all disciplines to identify and increase awareness about the multiple aspects of student diversity, to improve and assess multicultural learning of students, and to enhance multicultural competence of faculty.

The Faculty in Residence for Diversity, Multicultural Learning, & Social Justice will:

  • Serve as a resource and support person for faculty who seek to enhance knowledge of multiple aspects of student diversity, to integrate diversity and social justice issues into their curriculum, to develop learning outcomes for diversity, multicultural learning and social justice, and to improve their multicultural competence;
  • Facilitate a Faculty Learning Community on Diversity, Multicultural Learning, and Social Justice that meets on agreed upon dates each month during winter and spring quarters and focuses on integrating diversity and social justice issues across the curriculum;
  • Provide a year-end report on activities and accomplishments.

2. FACULTY IN RESIDENCE FOR COMMUNITY ENGAGEMENT AND SOCIAL RESPONSIBILITY

This FIR should have experience with community engagement pedagogy through the teaching of internships, fieldwork, or service learning courses or social responsibility curriculum. This FIR should have scholarly knowledge of student learning through community engagement, plus an enthusiasm for sharing this interest with other faculty and in deepening and broadening the campus’ connections to the community. Those with experience publishing or presenting on the scholarship of community engagement are encouraged to apply as are those who have designed courses around community engagement or social responsibility.

The Faculty in Residence for Service Learning & Community Engagement will:

  • Serve as a resource and support person for faculty engaged in community-based teaching and scholarship, taking a leadership role to network across disciplines to motivate and support faculty;
  • Facilitate a Faculty Learning Community for Community Engagement and Social Responsibility that meets on agreed upon dates each month during winter and spring quarters and focuses on understanding the pedagogy and incorporating the practice of community engagement and social responsibility into courses and curriculum; and
  • Provide a year-end report on activities and accomplishments.

3. FACULTY IN RESIDENCE FOR TEACHING WITH TECHNOLOGY

This FIR should have knowledge and experience with a range of instructional technology--including but not limited to Blackboard--for teaching and student learning in person, hybrid, or online, willingness to learn about accessible technology and universal design, and enthusiasm for sharing this knowledge with other faculty.  This FIR may develop and maintain websites, wikis, webinars, and other accessible web resources that promote a vibrant and collegial learning community. Faculty who have used technology such as clickers or voicethread are encouraged to apply.   This FIR may also have an interest in online laboratories or online pedagogy.

The Faculty in Residence for Teaching with Technology will:

  • Serve as a resource and support person for faculty who seek to improve their use of instructional technology and assist the OFD Director with web resources;
  • Facilitate a Faculty Learning Community on Teaching with Technology that meets agreed upon dates each month during winter and spring quarters and focuses on exemplary and innovative approaches to enhancing student learning with accessible instructional technology;
  • Provide a year-end report on activities and accomplishments.

4. FACULTY IN RESIDENCE FOR MID-CAREER FACULTY

This FIR should have received promotion to associate or full professor and be willing to facilitate a faculty learning community designed with the needs of mid-career faculty in mind.  Mid-career presents an opportunity to plan for the next stage in one’s academic career and to determine how one wishes to contribute to the campus, the community, and the academy while readying for the next round of promotion. Developing as a teacher, charting a new research direction, submitting research for publication, or becoming more involved in campus institutions or community engagement are among the options for mid-career faculty. The FIR will provide a supportive environment that encourages goal setting, networking, self-assessment, planning, and reflection toward maintaining vital professional development and growth for mid-career faculty. The FIR should have an interest in or experience in disciplinary publication, the scholarship of teaching and learning, faculty development, or campus leadership.

The Faculty in Residence for Mid-Career Faculty will:

  • Serve as a resource and support person for mid-career faculty who seek to improve their teaching, initiate or complete a research project, write for publication, develop as a campus leader, or foster community connections and assist the OFD Director generating resources for mid-career faculty.
  • Facilitate a Faculty Learning Community for mid-career faculty that meets agreed upon dates each month during winter and spring quarters and focuses on developing professionally and charting development plans for the future;
  • Provide a year-end report on activities and accomplishments.

5. FACULTY IN RESIDENCE FOR TEAM-BASED LEARNING

This FIR should have experience in the pedagogies and strategies of team-based learning and an understanding of the importance of collaborative projects and learning activities in undergraduate or graduate education. This FIR should have scholarly knowledge of or on-ground experience with student learning through collaborative projects. The FIR should demonstrate an understanding that team-based learning incorporates greater student responsibility for learning and greater individual and group accountability than traditional ‘group work.’ Familiarity with the Michelson model of team-based-learning is a plus.

The Faculty in Residence for Team-Based Learning will:

  • Serve as a resource and support person for faculty interested in integrating team-based learning into existing classes or organizing a class around team-based learning and assist the OFD Director in creating presentations on team-based learning for faculty;
  • Facilitate a Faculty Learning Community for faculty interested in team-based learning that meets agreed upon dates each month during winter and spring quarters and focuses on integrating team-based learning in courses;
  • Provide a year-end report on activities and accomplishments.

6. FACULTY IN RESIDENCE  FOR PEER OBSERVATION

This FIR should have experience with the formative assessment process or experience with summative evaluation and a strong interest in formative assessment. This FIR should have enthusiasm for participating in a peer observation program and for mentoring a group of faculty through the peer evaluation and self- reflection process. An understanding of and interest in high impact practices such as freshman learning communities, collaborative learning, active learning, diversity and global learning, community engagement and social responsibility a plus.

The Faculty in Residence for Peer Observation will:

  • Serve as a resource and support person for faculty interested in peer observation to improve their teaching and assisting the OFD Director in creating presentations and resources for faculty;
  • Facilitate a Faculty Learning Community for faculty interested in participating in a peer observation program to improve teaching that meets agreed upon dates each month during winter and spring quarters;
  • Provide a year-end report on activities and accomplishments.

7. Faculty Learning Community for Quarter to Semester Conversion:

What are the pedagogical possibilities provided by semesters?  There are innovative ways to capture the advantages of the semester organization such as robust hybrid courses and other curricular revisions. Faculty in this FLC will discuss the pedagogical, content, and other considerations and opportunities in converting courses from single courses and two-, and three-quarter sequences to one semester courses or two semester sequences. This FIR should have a strong interest in mentoring faculty and providing syllabi, pedagogic, or assignment models in preparation for a conversion.

The Faculty in Residence for Quarter to Semester Conversion will:

  • Serve as a resource for and support person for faculty in preparation for a quarter to semester conversion and assist the OFD Director by creating presentations and resources for faculty;
  • Facilitate a Faculty Learning Community for faculty interested in helping the campus prepare for a possible conversion by providing teaching models to assist the campus in this transition;
  • Provide a year-end report on activities and accomplishments.
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