Professional Development within Departments

Professional Development within Departments Print All

Initiative Title	Professional Development within Departments
Submitted in Previous Year(s)	No
Critical Information, Notes, Justification, Rationale	Overview: each department has topics about which dedicated time and professional development efforts would be beneficial. Many, if not all, would benefit from professional development time and resource to improve assessment techniques and sharing of results. Paraphrased from departmental plans: Global Studies = intra-departmental workshops on assessment methods English = transitioning to Integrated Reading and Writing + transitioning to more Learning Communities + general assessment workshop Education = coordinating JRTEP and SLO/ PLO mapping and assessment CRJ = writing across the curriculum and Learning Community development Behavioral Science = cohort development techniques and certificate development + participation in Learning Communities Brought over from subordinate departments: Explore social media possibilities. In-house video production. Visual Communications students' contributions. Colt Rock radio station. The college is developing all online AA and AS degrees. To successfully complete these degrees, DL courses from the Behavioral Sciences Department are necessary. We have had success with some of our CRJ 101 students attending the English lab for an information seminar which includes a library session. Anne Sandor and Andrew Heinz have conducted these sessions and they have provided our students with support materials for easy reference. This semester I have noticed significant improvement in the student papers and I would like to expand this program to all of our CRJ 101 students. This may require additional resources for the English Lab and/or the library as we offer CRJ 101 in Days and evenings 4 times per week at both Newburgh and Middletown In alignment with our campus assessment initiatives, we will complete the mapping of the assessment of student learning outcomes for 5 of our 14 department courses. Within the list of core courses and within each of the concentration areas in the JRTEP programs we have identified at least one course that has been called into question, either because it is difficult for us to run or because of how it transfers into SUNY New Paltz. It is crucial that we work with representatives from SUNY New Paltz and SUNY Orange department chairs to reexamine the problematic course options in JRTEP course sequences with an eye toward optimal transferability for our students. Without analysis of student success/completion of this offering in conjunction with data regarding their success in ENG 102, it will not be advisable to continue this pilot. Research indicates that Learning Communities connected to programs and credit-bearing courses increase teh retention and success of students placed in developmental courses Faculty who will be teaching this course will need an introduction to its SLOs and best pedagogical practices to deliver its curriculum to students with a second level developmental reading and writing placement Together, the introduction of a New Registered Track in History, the development of new Program Learning Outcomes (PLOs), and the ongoing redevelopment of our course-level Student Learning Outcomes (SLOs), have encouraged historians in the Department of Global Studies to re-examine what and how we teach. Specifically, as a Department, we have agreed to focus greater attention to preparing students to comprehend, interpret, analyze and/or evaluate both a range of historical interpretations and primary sources. To do this, full and part-time faculty must be properly prepared; that is, they must be provided the requisite knowledge of 1) historiography, 2) the nature and teaching of primary sources, and 3) techniques for assessing student success in these areas. We propose the creation of a six-hour Master Class on “Teaching Historiography and Primary Documents.” Designed as an interactive seminar, this Master class would provide faculty (full and part-time) the opportunity to: Gain awareness of the new PLOs, SLOs, and assessment initiatives. Review and consider the development of historical interpretation from the age of Leopold von Ranke to the Postmodern turn. Understand the variety of primary sources available to the undergraduate instructor. Explore the means for teaching students “how to do history.” Consider various mechanisms for assessing the interpretation and comprehension of both secondary and primary source materials.
Consequences of this initiative not being funded	Opportunities for outreach will not be realized. Will limit the development of all DL degrees Faculty would enter first rounds of New Registered Track Assessment inadequately prepared to teach and measure student learning and success.
Department Goals
Programs
Locations	Main Campus, Newburgh Campus
Estimated Completion Date
Will this initiative span multiple budget years?	Yes
Importance	Medium
Funding Source	Operating Budget
Created	01/04/2017 2:22 pm
Updated	01/05/2017 2:41 pm

Institutional Goals

Goal	How will the initiative support this institutional goal?
COLLEGE GOALS as of 2011 1. To provide high quality academic courses and programs that prepare a diverse student population to achieve its educational, employment and enrichment goals.
COLLEGE GOALS as of 2011 3. To establish public and private partnerships and provide programs and services that support and serve our county’s educational, economic, civic and cultural needs.
COLLEGE GOALS as of 2011 4. To promote student growth and development by providing comprehensive and innovative academic and support services.
COLLEGE GOALS as of 2011 5. To offer opportunities to learn with a dedicated and diverse faculty and staff who value excellence in teaching, service to students, creative collaboration and continuous improvement.
MIDDLESTATES STANDARDS 8. Student Admissions & Retention
MIDDLESTATES STANDARDS 10. Faculty	This initiative will serve both the department and college in building and maintaining a faculty devoted to continuous improvement in teaching and learning.
MIDDLESTATES STANDARDS 11. Educational Offerings
MIDDLESTATES STANDARDS 12. General Education
MIDDLESTATES STANDARDS 13. Related Educational Activities
MIDDLESTATES STANDARDS 14. Assessment of Student Learning	This initiative will enable the department and its members to more readily and accurately assess learning outcomes pertinent to History Courses, SLOs, and Learning Outcomes in the new History Registered Track.
STUDENT SERVICES MASTER PLAN 2013 Student Success & Access Facilitate student success, growth and goal completion
STUDENT SERVICES MASTER PLAN 2013 Student Success & Access Facilitate the campus-wide promotion of health, wellness, and safety
STUDENT SERVICES MASTER PLAN 2013 Collaboration & Partnership Support the priorities of the Academic Master Plan and the College’s strategic focus
STUDENT SERVICES MASTER PLAN 2013 Collaboration & Partnership Foster collaborations and partnerships both internal and external
STRATEGIC PLAN 2015-2020 PRIORITY I: Awareness and Access: We will raise the visibility of the College and communicate the value of a SUNY Orange education through enhanced outreach efforts and educational opportunities c: Expand the visibility of the College’s excellent programs and services through strategic marketing efforts.
STRATEGIC PLAN 2015-2020 PRIORITY II: Student Support and Success: We will support our students in achieving their educational and career goals. b: Accelerate students’ completion of developmental education and ensure college readiness by refining processes, services, and course sequences.
STRATEGIC PLAN 2015-2020 PRIORITY II: Student Support and Success: We will support our students in achieving their educational and career goals. c: Increase student retention, completion, transfer, and employment readiness.
STRATEGIC PLAN 2015-2020 PRIORITY III: Collaboration and Communication: We will develop connections between internal and external constituents and advance mutually beneficial partnerships. We will promote a culture of trust, respect, and collective responsibility. a: Foster stronger connections among academic programs, business, & industry to increase applied learning opportunities for students.
STRATEGIC PLAN 2015-2020 PRIORITY III: Collaboration and Communication: We will develop connections between internal and external constituents and advance mutually beneficial partnerships. We will promote a culture of trust, respect, and collective responsibility. d: Strengthen the sense of community to improve the institutional climate and promote collegiality, civility, and mutual respect.
ACADEMIC MASTER PLAN 2016-2020 The Student Experience Objective #1: Improve communication among faculty, staff, and students.
ACADEMIC MASTER PLAN 2016-2020 The Student Experience Objective #3: Enhance academic support and services by effectively utilizing equipment, facilities, personnel, and technology to meet our students’ needs.
ACADEMIC MASTER PLAN 2016-2020 Preparation and Success Objective #2: Develop and implement ongoing academic support for continuing students.	Provide students with support to improve their research and writing abilities.
ACADEMIC MASTER PLAN 2016-2020 Preparation and Success Objective #3: Accelerate students’ completion of developmental coursework by providing alternative course sequences and scheduling.
ACADEMIC MASTER PLAN 2016-2020 Preparation and Success Objective #4: Develop appropriate assessment of college preparedness and success initiatives for their impact on retention and prediction for completion.
ACADEMIC MASTER PLAN 2016-2020 Programming Objective #2: Collaborate across all areas of the College to ensure relevant support for academic programming and a comprehensive, diverse student experience.
ACADEMIC MASTER PLAN 2016-2020 Scheduling Objective #2: Expand alternative scheduling to provide multiple avenues for successful academic degree completion.
ACADEMIC MASTER PLAN 2016-2020 Scheduling Objective #3: Redesign presentation of programs and offerings to current and prospective students.
ACADEMIC MASTER PLAN 2016-2020 Virtualization Objective #2: Initiate fully online degrees as a means of expanding access, increasing enrollment and supporting student success.
ACADEMIC MASTER PLAN 2016-2020 Virtualization Objective #3: Increase online course offerings (new course, additional section, or course conversion) by at least 10% per year to allow greater access to educational opportunities and become more competitive.

Action Steps

Action Step	Responsible Party	Order
Conversation with knowledgable parties.	Departmental.	1
At the end of the Spring 2017 and Spring 2018 semesters, results of student progress will be studied.	Department chair, Ass't chair,	2
Promote and encourage the formation of these additional Learning Communities across College departments	English Department, AVP Liberal Arts,	3
Plan and deliver a department sponsored training session in collaboration with the CYL to introduce the goals and their implementation in this new course offereing	English Department team; CTL	4
Initial Departmental Meeting to Discuss and Explore SLOs and Assessment	Chair, Assistant Chair, Department	5
Upon Successful Funding, Design and Implement Training Program	Chair and Assistant Chair	6

Expected Outcomes

Outcome	Order
Enhanced visibility.	1
Depending on the outcome of our study of results, this pilot will either be expanded or discontinued	2
An increase in students' development of skills and academic retention and success	3
An increase in faculty members who can teach sections of this course	4
Faculty--especially Full and Part-Time Historians--will be better able to deliver and assess critical parts of the our new Registered Tracks	5

Assessment Methods

Method	Description	Other Method	Responsible Party
Other	Enter other assessment method	Observation of higher media profile.	Departmental.
Document Analysis	Documents can be analyzed to provide information and meaning around an assessment topic		Chair, Ass't. Chair
Institutional Data	Review both program and student data that is collected at the institutional level. Data can include program enrollment, retention, transfer, student GPA, etc.		Institutional Planning, Assesssment, and Research; English Department, other participating departments
Rubrics/ Scoring Guides	Rubrics/scoring guides outline identified criteria for successfully completing an activity, assignment, etc. and establish levels for meeting the criteria. They can be used to score everything from essays, engagement, to performances.		CTL, English department team
Observations	Information can be collected while observing “events” (including, sponsored activities, student {office staff} sessions, etc.) in the natural setting. Observation can provide information on student behaviors and attitudes.		Chair, Assistant Chair

Resources

INITIAL YEAR COST:	$4,600.00
RECURRING COST:	$2,850.00

Equipment

Need	Cost (Initial/Recurring)	Supporting Departments
TOTAL:	$0.00 / $0.00

Facility

Need	Cost (Initial/Recurring)	Supporting Departments
TOTAL:	$0.00 / $0.00

Supply

Need	Cost (Initial/Recurring)	Supporting Departments
TOTAL:	$0.00 / $0.00

Staffing

Need	Cost (Initial/Recurring)	Supporting Departments
Additional adjunct faculty qualified to teach the College Success Seminar and Career Planning (cost per adjunct for 3 credits)	$2850.00 / 2850.00 (1st year)	Administration and Finance, VP Office Liberal Arts, AVP Office Human Resources, AVP Office
TOTAL:	$2,850.00 / $2,850.00

Training

Need	Cost (Initial/Recurring)	Supporting Departments
Day-long Seminar on Historiography, Sources, and Assesment	$1000.00	Academic Affairs and Student Services, Provost, VP Office
Stipends for 2-3 department faculty who plan and implement this training	$750.00	Center for Teaching and Learning
TOTAL:	$1,750.00 / $0.00

Marketing

Need	Cost (Initial/Recurring)	Supporting Departments
TOTAL:	$0.00 / $0.00

Other

Need	Cost (Initial/Recurring)	Supporting Departments
TOTAL:	$0.00 / $0.00

Combined From

Initiative Title	Department
Utilize new media for outreach.	Arts and Communication
Stay informed about developments related to all DL programs	Behavioral Sciences
Collaborate with the English Department and Library to have all CRJ 101 students schedule a library/English Lab session	Criminal Justice
Map course assessments to the student learning outcomes for each course.	Education
Review and revise current core and concentration courses in JRTEP program.	Education
Assess the effectiveness of the Fall 040 accleration w/ accelerated ENG 101 offering	English
Expand Learning Communities to include additional discipline-based cohorts	English
Provide training to both full and part time instructors in preparation for teaching the Integrated Reading & Writing 2 course	English
Faculty Training Sessions to Support Implementation of History Track Assessment (Goal #4)	Global Studies

Prioritization

This initiative is not ready for prioritization.

Please enter How the initiative will support the chosen goals

Assessment

Date	Department Name	Status	Cost to Date	Funding Source
No results found.