HELLO Community Development Group

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  1. […] Building a World-class faculty requires that the institution hire the best faculty that it can, grow the knowledge, skills and effectiveness of existing faculty, retain the best and eliminate poor performers who are unwilling to grow. Effective faculty hiring requires numerous considerations: internal and external clarity about the knowledge and skills needed for the position; an effective resource allocation process that lets departments know the open funded lines they will have at least 18 months in advance of hiring deadlines; a recruiting strategy that garners the largest and most qualified applicant pool possible; an efficient search process that selects the most qualified candidates, enables the institution to make offers in advance of the competition, and hopefully close the deal with top choice candidates; and the funding to offer within-market competitive compensation packages. Growing the existing faculty requires investment in faculty development resources and nurturing a culture that expects and rewards excellence. Retaining the best faculty requires that the institution offer challenging opportunities for growth within the disciplines and in leadership roles, and that it maintains a positive campus climate. It also requires a meaningful review and mentoring processes, and that we establish and enforce policies to eliminate long-term poor performers.  More….. […]

  2. […] Building cogent, effective, and efficient credential programs takes deliberate and extensive planning.  We must first define our degree types, and how they work together, then figure out the interplay between majors, honors, the liberal, and general education programs.  Learning goals should be defined at the institutional, college/school, and departmental levels, and then used, in combination with discipline specific needs, to define learning outcomes for programs and courses.  These include both curricular and extra-curricular expectations.  A curriculum of courses must be designed that addresses program learning outcomes within a progressive matrix of required, elective, pre and co-requisites. This complex design process uses tools such as Bloom’s Taxonomy, the Degree Qualification Profile, and curriculum mapping to achieve optimal program design.  Read more …. […]

  3. […] Institutional harmony and efficiency can be greatly enhanced by ensuring that institutional expectations of faculty (as defined by the faculty body) are overtly shared and clearly defined. They should also align with institutional reward (promotion, tenure and merit) and recognition systems (awards etc.). This paper addresses a process to create this congruence and provides links to supporting resource documents including a white paper to charge a task force and a sample task force report. Some follow up suggestions on how the task force report can be used to effect change are listed.  Read the full article at https://hellocommunity.net/peer-review-article/creating-congruence-between-the-faculty-role-and-inst…. […]

  4. […] The largest single expense at a university is faculty salaries. It is the responsibility of the administration to ensure that faculty human resources are managed well from fiscal, resource optimization, and faculty morale perspectives. To achieve this requires a clear definition, communication, and implementation of workload policies and management practices in teaching, advising, research and scholarship. Are the faculty working smart as well as hard? Are institutional expectations appropriate for a good work-life balance? Are the different types of faculty appointments being used effectively? Do the rules governing teaching overloads make sense? Are the faculty getting appropriate workload credit for all that they do? Are course enrollments capped appropriately so that learning outcomes are achievable given the faculty to student ratio? Does the institution incentivize team taught courses where they are needed? How many student advisees are appropriate for a faculty member? How do we manage service assignments? How might we be more flexible with workload assignment so that we take advantage of the strengths of our individual faculty? What process might we use to examine and propose changes to workload policy and practices?  Read the complete article at https://hellocommunity.net/peer-review-article/developing-an-equitable-faculty-teaching-workload-and… […]

  5. […] Academic preparation is the biggest predictor of success for students in higher education. This article focuses on how we can assess and improve students’ preparation for learning in the transition from high school to college, but more importantly as they progress from course to course within out programs.  Course learning incomes are defined and used for a new form of curricular mapping and assessment of student preparation.  We know that flipped course design is very effective.  This is built upon to develop a new flipped curriculum design process.  Also addressed are ways in which we can help students prepare for instructor teaching and testing style, use the general education curriculum to prepare students for courses in their major, and prepare students to be life-long learners.  Read the full article at https://hellocommunity.net/peer-review-article/ensuring-students-are-prepared-to-be-successful-learn… […]

  6. […] Facilitating learning is a broader topic than teaching. It includes designing effective and efficient programs, selection of appropriate course content and materials, the design of the course, classroom and online dynamics, and the art of content delivery in many different venues and with many different teaching styles. This article is a compilation of many interviews with faculty from many disciplines, providing powerful testimonies and detailed implementation strategies for what has worked well in their classrooms.  Read the complete article at https://hellocommunity.net/peer-review-article/facilitating-learning/ […]

  7. […] To ensure that we are adding value in learning, and acting as a learning centric institution, we must be willing to determine if students are achieving our learning goals and outcomes – adjusting improve success rates where possible. It is within courses that the majority of learning occurs, and they are therefore the best place in which to assess it. To do so, we must first address how learning outcome achievement can be quantified and measured, and then determine how we might use this, or capstone assessment data, to determine achievement rates for program and institutional learning outcomes. This includes credential programs, the Liberal/General Education Program, Honor’s Programs, and even extracurricular learning outcomes. Once weaknesses are identified and treatments executed, we must determine if they were effective and should result in permanent changes to courses and programs.  Read the complete article at https://hellocommunity.net/peer-review-article/determining-if-the-students-learned-what-we-expected-… […]

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