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showcase specific, unique, and effective best instructional practices in campus-wide Faculty Development Committee Forums. In Summer 2011, with the initial offering of online courses to students in the traditional program, a mentoring system was piloted for traditional faculty new to online teaching who were seeking the advice and feedback of more seasoned online instructors, with a stipend to support the work of the faculty mentor. New online faculty provide guest instructor access to the faculty mentor for ongoing review of coursework and online discussion activity, and they participate in an online teaching forum with each other and the faculty mentor. At the end of the online course following students’ completion of the SEIs (student evaluation of instruction form), the new online faculty member writes a self-evaluation (Appendix 6.6 Instructor Self Review Online Course), whereas the faculty mentor provides summative feedback to the online faculty and an opportunity for dialogue on course improvement and teaching strategies (Appendix 6.7 Online Instructor Mentor Evaluation Sample). In a similar fashion, adjunct and full-time faculty teaching online for the ASAP program work closely with the Coordinator for the Multidisciplinary Studies who sets up conference calls with instructors at the conclusion of their online classes, on an as-needed basis. Instructors complete a self-assessment which informs their discussion as they discuss SEIs and possible improvement plans or strategies to help students achieve course learning goals. Spring 2011 Assessment of New Faculty Orientation (NFO) identified areas for improvement: more information on experiential learning in the classroom, greater guidance of how to advise students in the field period process, and more discussion of how to prepare the self-evaluation for the reappointment process. In Fall 2011, the Chair of the Professional Standards Committee provided additional materials on the reappointment process to new faculty and in Fall 2012 discussed how to improve faculty evaluations with the Division Chairs at an Academic Council meeting. Additionally, the Division Chairs participated in a webinar “Keys to Effective and Fair Faculty Evaluation,” sponsored by the Vice President for Academic Affairs. Discussion of how to improve New Faculty Orientation for new full-time faculty continues at the division level and with the Faculty Development Committee. Keuka values and supports effective teaching and faculty scholarship in a number of ways. Five College awards provide public recognition of the linkages among teaching, scholarship, and student learning, three that are the purview of the Faculty Development Committee: Excellence in Teaching Award, Excellence in Academic Achievement, and Excellence in Experiential Learning Award. The College also recognizes annually the excellent teaching of adjunct faculty at the December Commencement ceremony (begun in 2010) and awards the Professor of the Year award at the May Commencement ceremony, according to the criteria in the Faculty Handbook. Recognition of faculty activities and accomplishments occurs annually through the VPAA Report to the Board of Trustees, included as part of the President’s Report. A primary means of faculty support is through faculty development funds which are distributed through the work of the Faculty Development Committee (FDC). The FDC, through a competitive review process, reviews requests for funds which faculty use to attend conferences in support of improved teaching, to strengthen assessment practices, to be informed of changes by their accrediting agencies, to enhance disciplinary knowledge, and to present research. A Spring 2011 faculty survey found that conference attendance was the most common use of monies from the FDC, with presenting at conferences the second most common use of monies. Page 9 of 39 Chapter 6: Faculty, Ed Offerings & GenEd
Faculty members seeking to attend a conference are limited to $500, whereas presenters may receive $750. The FDC budget has not grown apace with faculty growth and has seen minimal increase over the last five years. In fact, FDC funds have periodically been reduced due to budget cuts (Appendix 6.8 Faculty Development Funds 2008-2012). The amount allocated to the Faculty Development Committee budget increased 55% from 2008 to 2012, but in that same time period, the number of faculty seeking funds increased 156%. Limited additional funds may be available at the division level, or through the Vice President for Academic Affairs, although these budgets have also not been increased to accommodate faculty growth. These figures underscore that there is an ongoing strain between the financial realities of a tuition-driven institution and the need to find more monies for faculty development. We recommend that the College increase faculty development funds, proportionate to the number of full-time faculty, to support faculty teaching and scholarship. Another way Keuka supports professional development, despite stagnant funding, is through the Center for Teaching and Learning (CTL), created in Fall 2010. The Center, headed by a tenured faculty member with a course release each semester, facilitates discussion of pedagogy and other topics of interest through arranging brown-bag lunches, initiating online discussions of teaching challenges and strategies, hosting the occasional speaker, and serving as a resource to new faculty. Since its inception, the Center has provided opportunities for faculty to discuss a range of topics – Using Rubrics, Enhancing Student Participation in Discussions, Working with International Students, and Using Social Media in the Classroom. The Director of the Center for Teaching and Learning is currently developing a faculty peer mentoring/coaching program for implementation during the 2013-2014 academic year (Appendix 6.9 Center for Teaching and Learning Fall 2012 brochure). A number of workshops are offered on an annual basis to support effective teaching and to encourage faculty to incorporate the best pedagogical practices into their teaching, across all delivery formats. The Director of Educational Technology facilitates a day-long series of presentations and hands-on workshops each year prior to the fall semester, and the Office of the Vice President for Academic Affairs sponsors workshops on retention, assessment of student learning, and teaching practices, some of these through webinars. As part of the ongoing strategic planning work, the faculty has identified the need for more resources to support effective teaching. A Doctoral Education Support Program was begun in 2007 to support and enhance academic excellence in those disciplines (e.g., nursing, occupational therapy, education) where the doctoral degree is required for continued accreditation by special accreditation agencies. Annually, $12,000 is allocated to support faculty engagement in doctoral work. As of July 2012, three faculty members have completed doctoral programs through utilizing this professional development benefit, and they continue to teach at the College. Finally, faculty members with the rank of instructor or higher are eligible every seven years for a sabbatical, which may be arranged as one semester at full pay or two semesters at half pay. As noted in the Faculty Handbook, “A sabbatical leave is granted to further the professional growth and effectiveness of a faculty member and thus increase the value of their subsequent service to the College.” The Faculty Development Committee reviews proposals and makes a recommendation to the Vice President for Academic Affairs and the President. Upon return from sabbatical, faculty members are required to submit a report in which they explain their sabbatical Page 10 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
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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 and 152: appointments will participate in an
Page 153: online video orientation materials
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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