final version of the self-study document - Keuka College's Middle ...

student learning outcomes, syllabus guidelines, Student Evaluations of Instruction, academic
policies), as well as other areas of faculty responsibility and interest, including Keuka’s shared
governance structure, academic advising, educational technology, experiential learning and
employee benefits. Over the course of the fall semester, the Faculty Development Committee
provides further support to new full-time faculty through presentations on Academic Support, the
Field Period process, assessment of student learning (see Appendix 6.5 NFO Assessment of
Student Learning), and the reappointment process. Additionally, new faculty are supported at
the division level through a variety of means: pairing with a more experienced division member,
especially with regard to academic advising and the field period process, shadowing experienced
faculty by attending some of their classes, the sharing of course syllabi and assignments, and
mentoring by the division chair and/or his designee. At present, adjunct faculty teaching in the
traditional program participate minimally in formal orientation or professional development.
This is an area of concern that should be addressed. In part, this reflects the fact that many
traditional program adjuncts serve the College in another capacity (e.g., academic skills
counselor, student affairs staff, director of distance education), and so they are very
knowledgeable about the College. Also, many traditional program adjuncts have been teaching
for Keuka for more than 3 years, with only a third teaching for fewer than 3 years (Table 6.7
below). Nonetheless, we recommend that the College seek to provide a more comprehensive
orientation and ongoing professional development for traditional program adjuncts.
Table 6.7 Traditional Program Adjuncts Fall 2012
Total Fall 2012
traditional
program adjuncts
Staff Adjuncts Non-staff adjuncts
with 3 years or
more teaching
service
29 10 10 9
Non-staff
adjuncts with 2
years or less
teaching service
New adjunct faculty in the Accelerated Studies for Adults Program (ASAP) are required to
complete an online orientation training session and to attend a new instructor orientation as well
as two instructor workshops each year. The new instructor online orientation provides
instruction on how to use Moodle (the course management system employed in all ASAP
courses), a link to the Instructor Reference document providing additional information on ASAP
procedures, an overview of college level writing and resources available to students and faculty,
an overview of Lightner Library resources, an overview of the Student Evaluation of Instruction
process, and an overview of faculty expectations and best teaching practices for non-traditional
students. ASAP offers professional development workshops to adjunct and full-time ASAP
faculty at least three times a year, with adjuncts required to attend a minimum of two each year.
At these workshops, faculty and staff provide institutional updates; presentations and discussions
of issues pertinent to their teaching, such as academic dishonesty, fair use policies, the
institutional review board process, and andragogy, to name some of the more recent topics; and
program-specific breakout sessions wherein faculty discuss points of interest and network with
other instructors in their programs.
For faculty teaching in the overseas programs, orientation is a responsibility shared by Keuka
and our partner universities. Keuka provides faculty with a Faculty and Student Handbook,
Page 7 of 39 Chapter 6: Faculty, Ed Offerings & GenEd