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

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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
online video orientation materials through Moodle, textbooks, and regular email/Skype correspondence, whereas overseas staff assist faculty with administrative support, accommodations, classroom operations, and acclimating to local customs. Both the Keuka- China Dean and the Keuka-Vietnam Director make regular trips to our overseas campuses to meet with faculty, students, staff, and administrators. In October 2012, both provided on-site presentations on assessment of student learning to Keuka faculty, with attendance by the Vietnamese partner faculty at Hanoi. Additionally, they teach two to five courses each academic year. Each year, beginning in February 2011, small groups of Keuka China faculty members come to Keuka College campus for a faculty development workshop. There are two purposes for this: a) to introduce them to the home campus, the Business Division faculty and other campus staff, and b) to undertake a program development activity. In 2011, the focus was on developing materials to improve the orientation to teaching in China. These video and print materials were added to the new Moodle program page in March 2011, and faculty were introduced to the Moodle site at that time. In 2012, the focus was on 1.) refining syllabus templates to link Student Learning Outcomes (SLOs) more specifically to assignments, and 2.) identifying the Bloom’s taxonomy levels of major classroom activities and assignments. These revised syllabi templates were implemented in February 2012. The College anticipates implementing a similar annual faculty development process for Keuka-Vietnam faculty in the next year, following the end of Spring 2013 courses. Distance education is a relatively new area of operations for Keuka College. In 2008, the Wertman Office of Distance Education (WODE) was created as an administrative structure to support the College’s offering of general education courses for ASAP students who had credit deficiencies, lacked general education courses, or needed liberal arts pre-requisites for their program coursework. In preparation for entry into the distance education environment, Keuka initially contracted in 2005 with the Online Consortium of Independent Universities (OCICU) to provide courses. The College gradually reduced its reliance on OCICU’s menu of courses as it began to develop its own portfolio of online courses, under the category of Multi-disciplinary Studies (MDS), administered and supported through WODE. In 2009, campus faculty designed and developed the majority of the current roster of distance education courses, working with the WODE instructional designers to convert existing 15-week courses into online and accelerated courses. They received a stipend for course development with the obligation to teach the first offerings of the courses, allowing faculty to revise and adjust course materials as needed. Syllabi are reviewed and approved by division chairs to ensure consistency with established course learning objectives and in keeping with institutional governance structures. Adjunct and full-time faculty members who teach online for Keuka participate in Online Instructor Orientation (OIO) and complete three mandatory online annual trainings, each lasting about 3 hours, to maintain eligibility for online teaching and demonstrate compliance with established student verification procedures. WODE also provides access to Instructor Workshop Moodle Archives, where instructors may view videos from previous trainings, and biannual faceto-face Technology Workshops for instructors requesting technology training. MDS/WODE staff provide ongoing written and video Online Instructor Training (OIT) to facilitate online pedagogy, disseminate best instructional practices to faculty and adjunct Instructors, and Page 8 of 39 Chapter 6: Faculty, Ed Offerings & GenEd
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Table of Contents Table of Contents
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Appendix Document Title Middle Stat
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Appendix Document Middle States Sel
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4.41 Business China Program 2011-20
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Middle States Self Study Chapter 6
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esponses to open-ended questions ab
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Chapter 5: Admissions, Retention an
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esponse to their recommendations, t
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TURNAROUND 20 STRESS FACTORS Stress
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administration identified three gro
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courses, Field Periods, practica, e
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possess the knowledge and experienc
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As this Self-Study documents, Keuka
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offer online course and accelerated
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The Student Code of Conduct, as pro
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Handbook, but policies governing fa
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The Taskforce on Academic Program P
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The Strategic Planning Committee (r
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future through expanding programs a
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process, and associated timeline, r
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times per year for the Vice Preside
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was retained in early Fall 2012 to
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full-time and two part-time employe
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Table 2.4 Distance Education Enroll
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Interfund loan of approximately $1.
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A systems management component that
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2010-11 Actual 2.0% 2.0% 2011-12 Ac
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Chapter 3 Leadership, Governance, a
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President for Center for Profession
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The Committee on Trustees has been
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Range Strategic Planning Committee
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the transition process. He was full
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provides advice, recommendations an
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committee work and are brought to t
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Staff The Staff of Keuka College pa
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At this time, students in the overs
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greater opportunities than ever bef
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Data-Driven Strategic Planning As n
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as well, such as continuing to inve
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along with members of the Student S
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4,000 students (1,000 FTE) in China
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esult, our analysis of non-academic
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Effective learning assessment start
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assessment cycle have been schedule
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own work effectively. Future assess
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documents provided each program wit
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make oral presentations and partici
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meet the criteria to allow faculty
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The lead faculty member reviews ass
Page 101 and 102: outcomes. The Center for Experienti
Page 103 and 104: assessment data for improvement acr
Page 105 and 106: Beyond assessment that channels up
Page 107 and 108: Standard 8: Student Admissions and
Page 109 and 110: Chart 5.3 ASAP Undergraduate and Gr
Page 111 and 112: events, College branding, transfer
Page 113 and 114: Cumulative grade point average of 2
Page 115 and 116: oth the partner school and Keuka to
Page 117 and 118: Table 5.2 Scholarship Yield Analysi
Page 119 and 120: and tour the residence halls. Stude
Page 121 and 122: Learning through participation in a
Page 123 and 124: Faculty members usually employ a co
Page 125 and 126: Table 5.5 Campus ASK Appointments 2
Page 127 and 128: Fall 2010 259 156 83 or 53% 40 or 4
Page 129 and 130: students with the skills and strate
Page 131 and 132: *The Library pays for the add-ons a
Page 133 and 134: Retention and Graduation Rates The
Page 135 and 136: First Year Experience program— In
Page 137 and 138: analysis of historical persistence
Page 139 and 140: Table 5.17 Utilization of ASK Servi
Page 141 and 142: Campus Life Beyond the classroom, t
Page 143 and 144: nature of courses, laboratories, an
Page 145 and 146: Recommendations: 5.1 Assess the rec
Page 147 and 148: Table 6.1 Keuka College Faculty Lin
Page 149 and 150: ASAP Table 6.5 ASAP Faculty Lines 2
Page 151: appointments will participate in an
Page 155 and 156: Faculty members seeking to attend a
Page 157 and 158: Likert Scale, from “strongly disa
Page 159 and 160: Committee review of faculty files,
Page 161 and 162: Educational Offerings The Mission o
Page 163 and 164: Presentation 47 39.2% Case Study 17
Page 165 and 166: 2. “Coursework emphasized: synthe
Page 167 and 168: To support student learning at each
Page 169 and 170: Organizational Management, and Crim
Page 171 and 172: Keuka enrolls international student
Page 173 and 174: Rubric). The learning goal is pract
Page 175 and 176: College Writing, and/or MAT 095, De
Page 177 and 178: • The Dean provides ongoing suppo
Page 179 and 180: policies and procedures, a copy of
Page 181 and 182: Credit for Prior Learning Keuka Col
Page 183 and 184: outcomes are evaluated throughout t
Page 185 and 186: GLOSSARY January 2013 Middle States
Page 187 and 188: DRIVE Diversity, Responsibility, In
Page 189 and 190: NS,M&PE Natural Sciences, Mathemati
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