Minutes

Concord University Board of Governors

Tuesday, September 11, 2007

1:30 – The Concord Room

201A Marsh Hall

Concord University

Members Present: Dr. Deborah Akers, Mr. Joe Long, Mr. Wayne Meisel, Mr. Travis Prince, Mr. R. T. “Ted” Rogers, Mrs. Margaret Sayre, Dr. Darla Wise

Members Absent: Mr. Lane Bailey, Mr. Jim Brown, Mr. Eugene Fife, Ms. Amy Pitzer

Call to Order and Determination of Quorum: Chairman Long determined a quorum was present and called the meeting to order.

Swearing in of New Board Members: Mr. Long administered the oath of office to Mr. Travis Prince, student representative, and Dr. Darla Wise, faculty representative.

Approval of the June 19, 2007, Minutes: Mr. Rogers moved the approval of the June 19, 2007, minutes, Mr. Prince seconded, motion carried.

Chairman Long made an adjustment to the agenda reversing committee reports and action items.

Action Items

a. Employee Five Percent Pay Increase – (attachment 01) Dr. Beasley recommended the following: RESOLVED, the Concord University Board of Governors approves a five percent pay raise for classified, faculty, and non-classified employees. The pay increase is to be effective October 1, 2007. A five percent pool is to be established to fund classified and faculty pay plans and a five percent merit pool to be established for non-classified employees.

Mr. Meisel moved the adoption of the resolution, Mr. Prince seconded, motion carried unanimously.

Discussion – Dr. Beasley said he believes five percent is feasible even though enrollment is down approximately 200 from last year. He added that adjustments may be necessary and may include any or all of the following: reduction in dependency on adjuncts, a reduction in overloads and overtime, a cut in non-personnel line items, a reduction in summer school salary. He mentioned that funding for University Point is nearing completion and there may be a shift in fund-raising efforts. This year’s freshman class is the largest in five years; our drop in enrollment is due to poor retention. The Strategic Planning committee is concentrating on University-wide retention, and the newly-created University 100 class for all incoming freshmen should begin a turnaround. Mr. Prince asked if the recommended five percent increase would justify a tuition increase for Spring 2008. Dr. Beasley said it would not.

Mr. Long asked if each employee would receive a five percent raise. Dr. Beasley and Mr. Cannon explained that the five percent for classified and faculty is put in to pools and employees receive raises that bring them closer to the appropriate step on the classified employee pay scale and faculty pay plan. Some employees may receive less than five percent, some more. Several board members voiced concern about classified employees’ salaries and suggested we fully fund the schedule as soon as possible.

Mr. Meisel moved to consider closing the funding gap for classified employees as an action item at the first Board meeting in 2008. Mr. Prince seconded, motion carried unanimously.

b. Approval for the Towers Sprinkler Project – (attachment 02) Mr. Rogers, Chairman of the Finance and Facilities Committee, said that, although $1,398,000 is a lot of money, the University has no choice but to complete the project. Mr. Prince asked if installation could begin in the area that will become the fitness center. Mr. Cannon said Brewer and Company will have an installation plan but we can certainly make this request.

Mr. Rogers moved the following: Resolved, the Concord University Board of Governors approves the $1,398,000 Towers Sprinkler Project awarded to Brewer and Company of West Virginia, Inc., Mr. Meisel seconded, motion passed.

Committee Reports

Academic Affairs – Dr. Akers, Chair, reported the committee discussed the following issues, which will be discussed further at future meetings and which may bring forth recommendations to the Board

1. Upcoming accreditation visits by North Central in February 2008 and NCATE in September 2008

2. Beckley Center staffing

3. Program reviews

4. Development of on-line courses

5. Academic/Administration computing and the impact on the classroom

6. Faculty staffing relative to additional needs

Student Affairs – Chairman Meisel itemized the topics discussed by the committee:

1. Housing – The recent large furniture purchase has been generally satisfactory

but problems with the lofts have occurred..

2. We are up 40 residents.

3. Recruitment was good this year, but we are struggling with retention. University 100, the one-hour course for all freshmen, is one retention effort. The course is taught by a faculty or staff person and each instructor has a student assistant.

4. A work program similar to those at institutions like Berea and Warren Wilson was discussed.

5. There has been an increase in student programming, especially in education

about alcohol use and abuse. Also, there is an effort to “step up” week- day and weekend activities to attract commuters.

6. There is an increase in the number of student athletes, and CU played its first night football game on September 8.

External Affairs – Mr. Meisel, outgoing chair, reported that Mrs. Sayre has been

elected chair this year. He presented the following committee report:

1. Freshmen numbers are up, transfers are down, and retention is down.

2. Concord was well represented in the most recent “US News and World Report.”

3. Approximately $3.2 million has been raised for University Point. We have

begun a “Dream Builders” campaign to raise funds for furnishings.

4. The Entrepreneurial Studies Program is moving rapidly under the direction of

Mr. Ron Basini, who brings new energy and passion to the program

Finance and Facilities – Mr. Rogers reported discussion by the committee on the following topics:

1. Capital projects – The Rahall Center is almost complete and about $200,000 to $250,000 is needed to complete the outside of University Point. Dr. Beasley reported biddable drawings should be available in October 2007.

2. Approximately 260 parking spaces are now available where the Courts apartments once stood.

3. Performance Contracting for energy savings is an ongoing topic and one project will be sent to HEPC, pending Board approval.

4. Enrollment for 2008 yielded the highest freshman class in many years but

retention remains an issue.

5. The University lost funding for the Math/Science Upward Bound program

which is approximately $148,000 a year. Dr. Beasley said we will form

a delegation and visit our representatives in Washington, D. C. Mr. Meisel asked how we can best register an appropriate amount of outcry

to our elected officials. He said we need to move “full throttle” on this.

Dr. Beasley stated WV State University lost their program, they fought the decision and the program was reinstated.

Mr. Meisel moved that the Board prepare a resolution including factual information regarding the numbers of students who have

benefited from the program. Dr.Wise amended the motion to include STEM (Science, Technology, Engineering, Math) and stem teachers. Mrs. Sayre seconded, motion passed.

Mr. Meisel moved to send a congregation of students, faculty, staff and Board members to Washington, D.C. to meet with all WV representatives.

Dr. Akers seconded, motion passed.

6. The picnic shelter project has stalled.

Presidential Search Committee Report – Chairman Rogers stated the Presidential Search Committee would meet later in the day to discuss hiring a consulting firm.

Updates or Questions Regarding Administrative Reports – none

Academic Affairs – (attachment 03)

Admissions and Financial Aid (attachment 04)

Beckley Center (attachments 05, 06, 07)

Development Office (attachments 08, 09)

Finance and Facilities (attachments 10, 11)

Student Affairs (attachment 12)

President’s Report – Dr. Beasley reported that individuals are working hard to finish University Point and major donors and foundations are being solicited. He mentioned University 100 is an enlightening and rewarding experience focusing on students most likely to need help. Dr. Jane Smith is working on North Central accreditation and he will ask her to bring a progress report to the Board. He distributed data from the National Survey of Student Engagement and we are regularly assessing how we are doing. He stated that the report provides information regarding the differences between Concord freshmen and seniors, as well as comparisons between Concord and other institutions. He indicated the Strategic Planning committee, which has members from all campus constituencies, is focusing on our enrollment challenges. He said retention is a campus-wide effort.

Other Matters – There being no additional items, Dr. Akers moved for adjournment, Mr. Rogers seconded, motion passed, meeting adjourned.

Respectfully submitted,

____________________________ _________________________

J. Franklin Long Margaret Sayre

Chair Secretary

:sm

Attachment 01

Concord University Board of Governors

Meeting of September 11, 2007

INFORMATION ITEM: Employee Five Percent Pay Increase

COMMITTEE: Finance and Facilities

RECOMMENDED RESOLUTION: Resolved, the Concord University Board of

Governors approves a five percent pay raise for classified, faculty, and non-classified employees. The pay increase is to be effective

October 1, 2007. A five percent pool is to be established to fund classified and faculty pay plans and a five percent merit pool to be established for non-classified employees.

STAFF MEMBER: Dr. Jerry Beasley

President

BACKGROUND:

The cost to fully fund the classified salaries after October 1, 2007 is $126,247.

Attachment 02

Concord University Board of Governors

Meeting of September 11, 2007

ITEM: Approval for the Towers Sprinkler Project.

COMMITTEE: Finance and Facilities

RECOMMENDED RESOLUTION: Resolved, the Concord University Board of

Governors approves the $1,398,000 Towers Sprinkler Project awarded to Brewer and Company of West Virginia, Inc.

STAFF MEMBER: Jim Cannon

Vice President for Business and Finance

BACKGROUND:

Federal mandate requires installation of sprinklers in the Towers dormitories by

January 1, 2010. Completion of this contract will meet that obligation.

Attachment 03

Report of the Interim Vice President/Academic Dean

Presented to the Concord University Board of Governors

September 11, 2007

On July 31, 2007, Dr. Dean W. Turner retired from his positions as the Vice President/Academic Dean and Professor of Music. President Jerry L. Beasley appointed Stephen D. Rowe, Library Director and Professor of English, to serve as the interim VPAD until the University may search for and appoint a person to permanently fill this senior administrative position. With 40 years of higher education experience, Dr. Rowe has over 21 years experience in higher education administration, having previously served as a department chair, division head, academic vice president and vice president at the Indiana Institute of Technology (Fort Wayne, IN) and West Liberty State College (West Liberty, WV). The VPAD is to continue to direct the CU library as a joint administrative appointment. In this first report of the Interim VPAD to the Concord University Board of Governors, the following are submitted for the Board’s information and consideration:

1. Paperwork to authorize October 2007 faculty pay raises completed week of August 27, 2007

2. CU Beckley Center opens August 20, 2007; Director charged to set course offerings and schedules to suit Beckley commuter students. Aim to double enrollment by Fall 2008.

3. VPAD and Associate Dean meet to review preliminary self-study report for HLC review for continuing accreditation in April 2008; completion of self-study and report projected for January 2008. Project on schedule with final draft due for BOG review in early Spring 2008 semester. Report due to the HLC by mid-February 2008.

4. VPAD meets with Director of Graduate Program to begin planning and reporting for NCATE focused review of graduate program in September 2008. Resignation of Director of Teacher Education and lack of assessment data are challenges for this accreditation review. VPAD and Department of Professional Education working to resolve issues.

5. VPAD meets with all division chairs to determine AY 2008-2009 division and faculty needs and to begin Fall 2007 advertisements for positions identified as necessary

6. VPAD meets with CU Faculty Senate to begin dialog about efficacy of CU general education program

7. VPAD to complete HEPC grant-funded project to “internationalize” the programs of CU. Goal to continually enroll 120-150 international students and examine new global programming

8. VPAD to work to oversee furnishing, equipping, and opening Rahall Technology Center for Spring 2008 term. Challenge is shortage of funding and qualified staff in the CAT.

9. VPAD to review drafts of CU BOG policy statements due from academic office and submit review drafts to BOG in AY 07-08

10. VPAD to consult with Division of Natural Sciences to remedy deficiencies and Fire Marshall citations in Physics laboratories and storeroom. Goal: substantial completion AY 07-08

11. VPAD charged by President to review summer school course offerings, scheduling, faculty utilization and to remedy low enrollment trend; goal to increase enrollment b 25% over SU 07 and to reduce operating expense

12. VPD charged by President to review on-campus course scheduling, enrollment management, and faculty utilization in order to trend towards efficient operations

13. TRIO Programs moved from Sarvay Hall to Conference Rooms ABC in Student Center

14. VPAD to meet with stakeholders to determine allocation of Marsh Hall space freed up when Division of Business moves to Rahall Center for Spring 08 semester

Attachment 04

Board of Governors

Sept. 2007

Michael Curry, Vice President of Admissions and Financial Aid

I am happy to report that we have had a successful year in Admissions and Financial Aid and we have already started on the next recruitment cycle.

As of August 24, 2007, our entering class of freshmen numbered 683 full time students, the largest number in five years. In total we had 2,478 applications and 1,866 acceptances this fall versus 2,619 applicants last year and 1,965 acceptances last year. Thus, even though we had fewer applicants and fewer acceptances, we had a better yield this year than last. As of this writing, it also appears that Beckley is up about fifty students compared to last year. Another piece of good news deals with our international students. We set a target of doubling the number of new international students over last year and it appears that we exceeded that goal by two students. Even better is the geographical distribution of the international students we attracted. We have new students from Japan, Poland, Turkey, Brazil, Pakistan, United Arab Emirates, India, Canada, in addition to the other nations already represented.

Our Transfer students dropped slightly from 129 last year to 117 this fall but we hope this will change in the spring when we will be making a push with neighboring community colleges. Dr. Rowe is also working with us to arrange an articulation agreement with institutions in Eastern Europe that will bring a whole new group of Transfer students to Athens and we hope to see the first fruits of this effort this spring.

On the Financial Aid front, we have additional good news. This year, we offered a total of $19,321,564 in financial aid compared to last year’s total of $14,219,125. This amounts to a whopping $5,102,420 worth of additional financial aid for this year’s student body that we did not offer last year. We were very efficient in processing the loans this year and were able to secure many loans that were otherwise denied on first applications. We had not done this in previous years. It also appears that our average student loan total upon graduation will still be within the range we targeted to keep it below the national average for graduates from public institutions.

We are facing new challenges in light of the tuition increases that put some students in jeopardy even after they received all the aid for which they qualified. On a case by case basis, we are drawing down un-used scholarship funds to help these “high need” appeals and will continue to do so as the early weeks of the semester pass by. This will need to be considered if the BOG revisits the possibility of raising tuition rates in the upcoming year.

Attachment 05

CONCORD UNIVERSITY BECKLEY CENTER

Board of Governors Report – September 11, 2007

This report is compiled as we begin the 2^nd week of fall classes in the Beckley Public Higher Education Center.  The substance of the report, understandably, is driven by this experience.

1. The Beckley Public Higher Education Center [PHEC] – Despite a number of final-week challenges that seemed destined at times to postpone the start of classes in the new facility – paving the access road and parking lots, placing furniture in the classrooms, initiating telephone access and internet service, etc. -- Concord’s classes did begin as scheduled on Monday, August 20^th. Dr. Charlotte Hutchens, Raleigh County Schools Superintendent, was kind enough to extend to us a back-up plan for public school use should we need it. We did not. Fr. Acker and Bill Baker provided prospective instructors and college representatives a preview walk-through on Friday afternoon, the 17^th. The response to the facility was overwhelmingly positive – so positive in fact that there was general agreement among those present that, inconveniences notwithstanding, we should begin on schedule. Imagine – a successful opening with no phones, no internet. Amazing.

Concord shares an office suite with representatives from Bluefield State College and Marshall University. There is a like suite for community colleges [three of them, though New River is the key player] on the other side of the building. We still await computer installation in the labs, building-wide internet access, science lab equipment [mid-October due date], digital equipment in the classrooms [projectors, DVD’s, document cameras, televisions], and implementation of library operations. Sounds tough, but the positives in this facility far outweigh the negatives. We have heard not one complaint. Cooperative relationships between institutional partners have been superb -- already plans are in place for meetings that address questions related to transfer of academic credit and other matters designed to improve service delivery to students.

2. The Future and Facility Funding in Beckley – As reported earlier, Fr. Acker has requested funding for a 2^nd building [this one 75,000 square feet] -- submitted to Senator Byrd’s office. If funded, it will house New River’s administrative operations, plus needed classroom and lab space. New River is pursuing independent funding for this 2^nd building. The key here [according to Fr. Acker] will be control – if funding comes to Forward Southern WV first, the 2^nd building will become part of the shared facility complex and subject to joint control. If the building is funded directly by New River, however, it will create more challenging [though not insurmountable] management issues for everyone. This matter deserves attention, even now, because the very existence of this 1^st building is beginning already to generate interest in serving the Beckley community from institutions that weren’t all that interested before. There is no doubt that new programs and opportunities will emerge as area colleges recognize the region’s potential. It is imperative that Concord remains in the forefront of this growth.

3. Enrollment Trends in Beckley – This current semester, Concord’s first in the new building, will produce the lowest enrollment that Concord will experience from now on in Beckley. Preliminary indications are that Beckley numbers are up – but that is only the beginning. Already, the facility is sparking interest in Concord’s plans for the future. As we begin to pull together a class schedule for spring and summer 2008, we are working in close concert with Dr. Rowe’s office to plan significant changes and additions to what Concord delivers to Beckley – all designed to improve services to Beckley students and to build additional enrollment there in key programs. As reported in June, we have been approached by the Dean of New River’s Beckley Campus about additional 300/400-level classes in Beckley for the spring 2008 semester. As Marshall prepares to move across the hall from us after Labor Day, it brings Concord’s graduate program to mind as well. To plan now for what is a new day for Concord in Beckley is not at all premature.

4.                    Adjunct Academy Proposal – The June Report to the Board of Governors from Beckley introduced the idea of an Adjunct Academy at Concord University.  That proposal, still in “draft” stage, is designed as a regional program for adjunct faculty development, to be housed at Concord University.  For your information and consideration, I am attaching a copy of the draft program outline and an implementation schedule.  We plan to implement this program toward the end [October/November] of the fall semester.

Respectfully submitted [for the September 11^th Board meeting] on August 28, 2007,

Bill O’Brien

Attachments

Attachment 06

DRAFT

CONCORD UNIVERSITY

A Proposal: An Adjunct Faculty Academy

Program Introduction

This proposal is designed to fill a significant need at Concord and at other higher education institutions in the region – professional development for adjunct faculty. Designed principally as an academic program to enhance the quality of instruction, this initiative extends well beyond the basics of classroom management and content delivery to the very essence of academic professionalism. Through the combined efforts of faculty mentors, academic and career counselors, selected members from Concord’s academic, administrative, and student support staff, and [yes] the invaluable insights of bright and serious students, Academy participants will receive the kind of direction, encouragement, assessment feedback, and support necessary to guarantee them and their students a successful and meaningful learning experience.

Program Context

The employment of adjunct instructors at Concord University has increased substantially in recent years, as it has at institutions across the nation. In southern West Virginia the shift to adjunct instruction at Concord is particularly significant, because its traditions as a residential liberal arts institution and the reputation of its full-time faculty render a change like this especially noteworthy. One must assume that reliance on adjunct instructors is even more pronounced at other institutions in the area than it is at Concord.

25.81% of the undergraduate credit hours earned at Concord in fall 2006 were generated in classes taught by adjuncts. In Beckley Concord’s well-intentioned plans to staff at least half of its off-campus classes with full-time faculty [see 2005-2007 Concord University Catalog, 37] have not been realized for several years. Since the mid-90’s, in fact, the number of full-time faculty teaching in Beckley has rarely exceeded 25%. 48 of Beckley’s 61 spring 2007 classes [79%] were taught by adjunct instructors. That percentage will likely increase even more with the expanded offerings anticipated in the new Beckley Higher Education Center – as of now [early June 2007] only 14 full-time faculty are assigned to 68 classes currently scheduled in Beckley for fall 2007 [20.6%]. An anticipated increase in the number of distance-delivered [Interactive Video and Web-CT] classes in future semesters will affect this adjunct-to-full time faculty ratio somewhat. But the fact remains -- adjunct instructors play a vital role in the instructional life of Concord University. And will continue to do so for the foreseeable future.

In the face of this challenge, this Adjunct Academy program is designed to maximize the educational and economic benefits to community presented by this vital, growing contingent of talented, dedicated adjuncts. Besides a passion for teaching, these adjuncts bring specialized training, expertise, prospective links to valuable community resources, and real world perspective to our classrooms. They permit our institutions to offer classes and programs that would be unavailable without access to what they know, can do, and are willing to share. The investment in professionalism that this program signifies constitutes an academic bench mark of sorts that is significant. It sends a message to adjuncts, prospective students, employers, and community leaders alike that academic rigor in the real world is serious business. And that it belongs there.

Program Specifics

The Concord University Adjunct Faculty Academy is designed to provide adjunct faculty with the tools and resources necessary to make the classroom experience more effective for them and for their students. Academy graduates will be certified [see below] by Concord University as knowledgeable of and familiar with:

Ø the institutional mission

Ø institutional policies and procedures that pertain to course management

Ø policies, procedures, and academic program requirements of the academic unit offering the course

Ø the demographic profile of students enrolled in the course

Ø program context within which the course belongs -- required class or elective; requires prerequisites; serves as prerequisite for future classes; leads to advanced study or direct employment, etc.

Ø academic and institutional resources and personnel available to enhance student learning

Ø assessment criteria necessary to measure student learning and instructional quality

The Academy is comprised of selected instructional and support modules – many of them required of all participants, others recommended [by the academic unit, faculty mentor, or the particular instructor] to meet individual needs. Total in-class time required for the “Certificate of Completion” from Concord University ranges from a minimum of forty-five [45] instructional hours to seventy-five [75] hours, depending on the needs of the individual adjunct instructor. Adjuncts enrolled in the Academy are allowed a maximum of two contiguous [for the instructor] semesters to complete the program. Failure to complete the program in the time allotted will negate the modules completed and require readmission to the Academy for the complete program.

The modular structure of the Academy permits the design of a customized program, tailored to the academic and classroom management needs of the individual. Upon completion of the Academy, each participant will receive:

a Certificate of Completion from Concord University
a one-time stipend of $750
4-graduate credit hours from Concord University

The modules that comprise the Concord University Adjunct Academy are listed below. Instructional sessions are scheduled to accommodate adjunct work schedules. Most sessions meet on Friday evenings and Saturdays – additional evening sessions are provided, as needed. Unless otherwise indicated, modules are designed as 3-hour [“academic hours” = 50 minutes] units. Particular modules provide flexible [extended] instructional time, depending on specific academic needs and preferences.

Required Modules

Orientation to institution, course, semester, and Academy
Human Resource issues – the contractual specifics of employment, institutional policies & procedures -- academic calendar, submission of grades, grading scale, add/drop, student withdrawals, instructor absence, class cancellations due to weather, etc.
Academic department/division policies & procedures -- the faculty mentor, classroom observation, academic expectations and standards, student attendance, departmental involvement, textbook selections, etc.
Designing an effective syllabus – exams, projects, presentations, research, attendance, technology, classroom decorum, etc. [3-6 hours]
Beginning the semester – setting the tone, addressing standards, expectations
Legal issues in higher education – related institutional policies [3-6 hours]
Professional ethics and academic honesty – the what’s and why’s
Technology in the classroom – options, challenges, expectations [3-12 hours]
Instructional design – planning the lesson, unit, semester [3-6 hours]
Knowing your students – institutional and academic profiles
Teaching your discipline – staying current, latest academic research, bibliographic updates, instructional strategies [3-12 hours]
Your course as laboratory – experiential learning in this Adjunct Academy
Assessment and test construction – options, objectives, outcomes [3-9 hours]
Student evaluation – preparing students for an evaluation that matters
Self-evaluation – journals, portfolios, reflective analysis, substance [3-6 hours]

Elective Modules

Instructional strategies and techniques [3-6 hours]
Effective communication and listening skills
Learning styles and their impact on success in the classroom [3-6 hours]
Portfolio preparation
Techniques of Assessment – theory and practice
Educational Philosophy – your course and institution in a bigger context
Safety and security in today’s [your] classroom
Choosing a major, choosing a career [3-6 hours]

Program Overview

Concord University’s Adjunct Academy is organized around four contiguous themes, each linked directly to the academic calendar and to effective management of the course[s] being taught by adjunct participants. These themes [units] are as follows:

1. Course Planning and Syllabus Development

2. Beginning the Semester – Getting the Course Off to an Effective Start

3. Strategies for Effective Teaching and Learning

4. Assessment of Student and Instructor Success

Each unit is comprised of instructional modules appropriate to that point in the course sequence where it is most effective. Samples of suggested modules for each unit include:

Course Planning and Syllabus Development

Ø Human Resource Issues – contracts, pay periods, withholding, holidays, personnel matters, references, transcript evaluations, etc.

Ø Academic Calendar and Departmental Expectations – exams, quizzes, class projects and presentations, mid-term grades, withdrawal and add-drop procedures, roster updates, office hours, departmental attendance policy, etc.

Ø Syllabus Development – key ingredients [course #, title, instructor name, phone, e-mail], course objectives, student assignments and projects, grading standards, expectations of students outside class, final evaluation criteria

Ø Logistical Analysis – the program, the course, students, institutional mission, career expectations, prospects for advanced study, available resources

Ø Key Planning Questions – refining objectives and defining learning outcomes

a) What big questions will my course help students answer?

b) What skills, abilities, and attitudes will it help students develop?

c) What preconceptions will students bring to the course? How will I force students to challenge them?

d) What content must students have [be given] to address the key questions the course raises?

e) How specifically will I help students having difficulty? How will I continue to challenge the better students?

f) How will I help students learn how to learn, read more carefully and critically, ask the right questions, maintain a healthy skepticism, etc.?

g) How will I explain and justify to students the standards used to assess their performance? And persuade them to employ like standards for their own self-assessment?

h) How will I find ways to move students beyond mastery of information to its application?

2. Beginning the Semester – Getting the Course Off to an Effective Start

Ø Setting the Tone-- importance of the first class

Ø Syllabus Review – expectations, obligations, instructor commitments

Ø Course Overview -- relevance, practical applications, problems it addresses, solutions it posits, career/program significance

Ø Professional Ethics and Academic Dishonesty –what’s right and wrong in the classroom, and why it matters

Ø Designing the “Icebreaker” – setting the desired classroom environment

Ø The First Few Classes – achieving momentum, demonstrating standards

Ø Significance of the First Course Exam – what it measures, the information it provides, the learning it promises

3. Strategies for Effective Teaching and Learning

Ø Managing the Course Environment – organizing materials, adhering to the plan, in-class communications, strategies for individual student support [tutors], student retention, time allotted for participation and discussion, question-and-answer periods, etc.

Ø Addressing Different Learning Styles – as reflected in evaluation criteria

Ø Exploring Different Teaching Styles – lecture, discussion, question-and-answer, hands-on [experiential] learning, demonstration, guest presenters, technology support, film/video, video-conferencing, etc.

Ø Out-of-Class Activities – outside reading, written assignments, research, group projects/presentations, field trips, case studies, internships, distance learning

Ø Your Course as a Learning Lab – how effective were you at trying new things? Using technology? Introducing new [to you] materials? Assessing results? Seeking student input? Improving student retention? “Saving” the weaker students?

4. Assessment of Student and Instructor Success

Ø Qualities of an Effective Examination – to measure what? How? Ways to address alternative learning styles

Ø Examinations as Teaching and Learning Tools – the review of results

Ø Alternative Assessment Options – projects, presentations, class participation, research, take-home exams

Ø Developing Effective Rubrics

Ø Planning for Effective Course Closure – maintaining momentum

Ø Evaluating the Quality and Effectiveness of Instruction

a) Informal Student Evaluations – asking reflective questions

b) Faculty Mentors

c) End-of-Semester [Formal] Student Evaluations

d) Observation[s] by Colleagues

e) Meaningful Self-Evaluations

f) Assessing Student Learning –

1) What can students do now that they couldn’t do before?

2) What teaching strategies do you include now that you did not use before?

3) What evidences can you cite of improved student skills? Improved attitudes toward learning? Examples of critical thinking exercises that worked?

Program Objectives

Current and prospective adjunct instructors who complete Concord’s Adjunct Academy, whether they teach at Concord or at other higher education institutions in the region, will benefit from instruction, guidance, and experiential learning that promises to:

Ø improve the quality of instruction throughout the region

Ø contribute substantially to the academic and community service missions of involved institutions

Ø strengthen the links between scholarship and good teaching

Ø address important research and service needs in the region