Presentation on theme: "The Kentucky Community & Technical College System and Bowling Green Technical College WelcomesYouTo New Faculty Seminar."— Presentation transcript:
The Kentucky Community & Technical College System and Bowling Green Technical College WelcomesYouTo New Faculty Seminar
The Community & Technical College Mission & Philosophy
Overview History Concepts Philosophy Challenges Focus Mission
History 1800s Agriculture Based Education 1862 Morrill Act 1880 Teacher Education 1901 First Community College Late 18 th Early 19 th Century European Industrial Revolution
Community & Technical College Beginnings Joliet Junior College founded 1901
History 1917 Smith Hughes Act 1921 AACC 1944 GI Bill 1947 Truman Report
Early Concepts Smith-Hughes Act 1917 –Provided Federal funding for vocational education –Promoted segregated curriculum AACC (formerly AAJC) 1921 –Strengthened junior colleges Depression of the1930’s –CC responded to unemployment GI Bill 1944 –Increased educational options Truman Commission Report 1947 –Recognized the need for community-based colleges
History 1954 Brown Vs. BOE 1957 Little Rock Arkansas 1963 Perkins Act 1964 Civil Rights Act 1979 DOE Created
Early Concepts 1950 National Science Foundation 1951 –Science & technology 1954 Brown v. Board of Education –Desegregation –1955 Little Rock, Arkansas 1957 Sputnik –Space age and satellite technology
Community/Technical College Beginnings 1963 Perkins Act Integrated programs Competency-based applied learning Higher order reasoning Problem solving skills Occupational-specific skills Carl D. Perkins U.S. House of Representatives - KY
“Indeed the community college seemed to be the Ellis Island of higher education.” George Vaughan
May 1997 HB1 – KY Postsecondary Education Improvement Act July 1997 – The Governor appointed 8 Regents to the KCTCS Board October 1997 – 6 Regents elected from college faculty, staff and students Creation of KCTCS
January 1998 – University of KY transfers 13 community colleges to KCTCS July 1998 – KY TECH (state government) transfers 15 technical postsecondary schools to KCTCS Dec – KCTCS Board of Regents hires Dr. Michael B. McCall, founding president of KCTCS Creation of KCTCS
SACS approves substantive change Board of Regents approves consolidation th Anniversary of KCTCS 2004 – LCC joins KCTCS Creation of KCTCS
District structure – merger of 29 colleges to 16 districts Creation of KCTCS
Bowling Green Technical College
In the beginning……… Western Trade School
BOWLING GREEN TECHNICAL COLLEGE July 2005 – Bowling Green Technical College welcomed Dr. Nathan Hodges as it’s new President/CEO July 2005 – Bowling Green Technical College welcomed Dr. Nathan Hodges as it’s new President/CEO
Philosophy of the Community & Technical College Continuous improvement Development of the whole student Emphasis on teaching and learning Access Responsiveness
Learning Styles “ I never teach my pupils; I only attempt to provide the conditions in which they can learn.” Albert Einstein
Visual Learners Learn best when information is presented visually and in a written format. Examples: Using the board, overheads, video, PowerPoint, handouts, outlines, Internet, demonstrations, charts, diagrams, and web enhanced courses
Auditory Learners Learn best when information is presented orally. Examples: Lectures, class discussions, detailed explanations, oral presentation, taped lectures, learning communities/study groups, and oral summaries or chapter reviews
Tactile or Kinesthetic Learners Learn best when information is presented by doing. Examples: Lab settings, in-class demonstrations, field work such as clinical, internships, co-ops, group projects, interactive CD’s
Four Dimensions of Learning Styles Cognitive Communication Relational Styles Motivational Styles
Levels of Cognitive Learning Memorization Understanding Application
Memorization Involves rote learning. The learner encodes facts of an association between a stimulus and a response.
Understanding Meaningful learning. Relates new ideas to prior knowledge.
Application Transfer learning. Identify commonalities.
Characteristics of Effective Teaching “ To teach well is to make a difference in all the lives you touch.” Donna Bulger
Four Areas of Competence for Effective Teaching 1.Understanding of human behavior; 2.Attitude that promotes learning and relationships; 3.Knowledge of the subject area; 4.Acquired teaching skills that facilitate learning.
Three Skills for Effective Teaching 1.Identify learner outcomes 2.Facilitate the lesson 3.Assess outcomes
Characteristics of an Effective Teacher Demonstrates knowledge of the subject area. Is enthusiastic! Has well planned lessons. Uses teaching aids effectively. Uses a variety of instructional aids. Is concerned for the students’ progress.
More Characteristics of an Effective Teacher Interacts with the students. Provides constructive feedback. Respects the students. Uses probing questions. Provides praise. Establishes eye contact with all students. Is fair to all students.
More Characteristics Discusses viewpoints other than their own. Use humor effectively. Enjoys teaching! Smiles! Speaks in an expressive way. Answers students questions.
Still More Characteristics Talks with students. Reminds students of ass ignment and test dates. Provides test reviews an d gives examples. Acknowledges diversity i n learners and their cult ures. Provides intellectual cha llenge. Makes the learning expe rience memorable.
Modeling Appropriate Behavior “Teachers affect eternity; they can never tell where their influence stops.” Henry Brooks Adams
Appropriate Professional Behavior Behaves ethically. Works effectively. Maintains positive professional attitude. Responds appropriately to stress! Meets professional responsibilities. Wears appropriate attire for the profession.
Appropriate Student/Teacher Relationships Refrain from getting too close. Refrain from touching. Turn down requests from students to attend off-campus parties.
How to Keep Yourself in the Classroom and Out of the Courtroom Never invite a student to your home. Never engage in physical relationships with students. Never tell inappropriate jokes, make inappropriate comments, display inappropriate pictures, or make inappropriate gestures in class.
“Professionalism is knowing how to do it, when to do it, and doing it.” Frank Tyger
KCTCS “Consensual Relationships Policy” Consensual relationships between instructor and student or supervisor and employee are discouraged. ( ) olumeII/volII3-3-1.pdf olumeII/volII3-3-1.pdf
KCTCS is committed to providing a work environment that is pleasant and professional.
KCTCS Student Code of Conduct
Where to find it: ode.htm What does it cover? How do I use it? Whom to refer to for questions. What do faculty need to know?
Article I: What does it say? Students have rights: Student publications. Provisions of the Family Educational Rights and Privacy Act of /ferpa/index.html
Article II: What does it say? Lists the six academic rights of students. Defines Academic offenses in KCTCS. Sanctions available to the faculty. Lists rights and responsibilities of students when sanctioned for academic offenses. Outlines Appeals Process. Identifies College Appeals Board roles and responsibility.
Compliance with Federal Laws or Regulations
1973 Federal Rehabilitation Act This Act prohibits discrimination on the basis of disability in programs conducted by federal agencies, and programs receiving federal financial assistance Americans With Disabilities Act The ADA is designed to make sure that public and commercial facilities are accessible to disabled person, so long as the accommodations are not “structurally impracticable.” Title II covers all activities of postsecondary educational institutions whether or not they receive Federal funds.
KCTCS Policies and Procedures for Disability Services The KCTCS policy states that regarding programs or activities: No otherwise qualified person with a disability be excluded from participating; Be denied the benefits of the program or activity; Or otherwise be subjected to discrimination.
College Rights Maintain and require academic and technical standards. Request the student to provide relevant documentation. Discuss a student’s need for reasonable accommodations with professional source. Provide reasonable accommodation(s) on a case-by- case basis. Deny a request for accommodations that is inappropriate or unreasonable and would create an undue hardship on the college.
Colleges Responsibilities Provide appropriate settings for courses, programs, services, jobs, activities, and facilities. Make available information regarding policies and procedures. Evaluate students on their abilities. Provide reasonable and appropriate accommodations. Maintain confidentiality.
Student Rights Equal access to courses, programs, services, job, activities, and facilities. Reasonable and appropriate accommodations determined on a case- by-case basis. Appropriate confidentiality Access to information.
Student Responsibilities Disclose the fact that they have a disability to receive accommodations. Provide diagnostic verification. Be informed of specific procedures. Inform the disability services coordinator and/or instructor about within one week of delivery of services. Contact the Disability Service Coordinator if reasonable accommodations are not implemented in an effective or timely way.
Faculty Responsibilities Make available the name and contact information on each syllabus. (20 point font) Receive appropriate information from the ADA Coordinator. Provide reasonable accommodations when requested by the ADA Coordinator. Discuss with the student. Contact the ADA Coordinator for questions.
How to Implement Accommodations Confidentiality. Not special treatment, but equal chances of success. Persons with disabilities are entitled to accommodations. May or may not need a specific accommodation in every class. What are their suggested accommodations. May not be eligible for accommodations on standardized test. Make sure they are registered with disabled services.
How to Implement Accommodations If in doubt contact disability services. Disability services will determine “need to know.” Do not give more accommodations than requested. The person with the disability must request the help. The coordinator of disability services has the right to refuse an accommodation. The faculty member should not give a person an accommodation if the person was refused the accommodation by disability services. Accommodations are not retroactive. The accommodation does not go into effect until it is verified by disability services.
How to Implement Accommodations Must make accommodations field trips. Must check to see if the places you wish to go are accessible or offer alternate experience. VCR tapes must be closed captioned. Internet must be accessible to persons with sight impairments. Be open to universal ways of teaching. The Disability Coordinator cannot give accommodations to people who are not disabled.
Faculty members can learn more about specific disabilities and their responsibilities at the: BGTC Disability Services Website ces.php
Classroom Management - Safety Issues -
KCTCS “Administrative Policies and Procedures” documents approved policies for this area. loyee/policies/volumeII/vo lII3-3-6.pdf
Faculty members should be familiar with their responsibilities Know safety and health standard rules. Report hazardous conditions, injuries or illnesses. Use personal protective equipment. Use approved equipment.
Students are also responsible for all safety standards and rules.
Questions regarding safety in the classroom or on campus, please refer to BGTC’s Safety Manual ety%20Manual% Revised.pdf ety%20Manual% Revised.pdf ety%20Manual% Revised.pdf
What do I facilitate? Lesson based on: learner outcomes course competencies What is important for your students to know and/or do? Learner outcomes communicated to students in the syllabus.
Plan for Designing & Delivering Learning Outcomes Design Backward Deliver Forward Based on intended learning outcomes for: The Lesson The Unit The Course The Academic Program The Institution (W. Spady, personal communication, October 28, 1998)
Syllabus Checklist Course Number PeopleSoft Number Semester Faculty The course syllabus includes the following items: ___Course Prefix & Number ___ Course Title ___ Course Credit Hours ___ Official Course Description ___ Course Prerequisites ___ Faculty’s Name ___ Faculty’s Phone Number ___ Instructor’s ___ Instructor’s Office Location and Office Hours ___ Required Text(s) and Supplies ___ Approved Course Competencies ___ Course Outline ___ Course Structure ___ Technology/Media Component ___ Course Requirements and Evaluation/Grading Policy ___ Distance Learning Courses ___ Attendance Policy
Syllabus Checklist ___ Withdrawal Policy ___ Statement of Student Cheating & Plagiarism ___ Americans with Disabilities Act Statement (ADA) ___ Grievance Procedure ___ Lesson Plans Complete for all above listed courses ALL COURSE SYLLABI MUST INCLUDE THESE ITEMS Instructor Signature Division Chair Signature Review by CAO
Mode of Delivery Lecture Lab Clinical Distance Learning
What is My Instructional Plan? Learner Outcomes Do they assess: Level of student achievement. Connection to overall course objectives. Purpose for each class.
What is My Instructional Plan? Are they: Descriptive of a learning outcome. Measurable. Clear. Learner centered. Inclusive of all levels of Bloom’s Taxonomy.
Categories in the Cognitive Domain Bloom’s Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation
How Do I Assess Learning? Formative: Informal, immediate assessment of student understanding used before progressing to future objectives. Summative: Formal assessment of student mastery of several objectives. Reflective: Instructor self-evaluation.
The Assessment Process Huba & Freed, 2000 Discuss & use assessment results to improve learning Formulate statements of intended learning outcomes Develop or select assessment measures Create experiences leading to outcomes
Formative ● Focused Listing ● Directed Paraphrasing ● Self-diagnostic Learning Logs One-sentence summaries One-minute paper Assessment cards Student-generated quizzes Classroom Assessment Techniques: A handbook for faculty (Cross and Angelo, 1988)
Summative Based on your learner outcomes. Should reflect both the content and level of experiencing the content. (ex. You would not expect a student to read about riding a bicycle then demonstrate proficiency in riding.) Alternative evaluations: Performance Tests Take-home and open-book application tests Group Exams Portfolios
What is My Instructional Plan? Does your: Student assessments match the learner outcome. Assessment requires learner to meet the outcome. Formative Summative
Lesson Plan Beginning Review previous lesson Provide overview of lesson Establish learner outcomes Middle Provide appropriate method of instruction Ending Establish closure Summarize lesson objective Summarize conclusion of session Assessment Conduct formative and/or summative assessment of lesson
Beginning the Lesson Get the students’ attention. Establish expectations for what is to be learned. (Learner Outcomes) Motivate the students. Use the students’ prior knowledge.
Generating Productive Discussions Ask stimulating questions. Help students articulate their ideas. Encourage collaborative learning.
Ending the Lesson Makes you aware of the time needed to complete a lesson. Helps students retain the important information. Increases the probability for recall. Assesses learner outcomes.
Organizational Tools What are your equipment needs? –Is it in working order? –Do you know how to use or fix it? –Practice, practice, practice! Are handouts clear and organized? Are board work or AV presentations readable? –Can you see the material from the back? Do you require IT scheduling? Does the course have Distance Learning components? Did you establish office hours/conference time/ communication? Do you have a back-up plan?
How do I facilitate the lesson? Multiple teaching methodologies for multiple learning styles: Plan for variety; Tailor methodologies to objectives; Refine questioning techniques; Encourage discussion; Facilitate collaborative Learning.
Lecture Key factors: Practice and Develop Skill; Set tone and climate; Incorporate variety. Set, Body, Closure!
Questioning/Discussion Adds: Critical Thinking Active Involvement Exchange of Ideas Plan! Plan! Plan! Questioning and discussion are NOT spontaneous or off the cuff!
Collaborative Learning Facilitates: Communication skills Interdependence Problem solving Organizational skills Examples: Case studiesRole play Simulation Think-Pair-Share Presentations/Projects
Reflective Assessment Did you meet your learner outcomes? How were techniques received by students? What modifications did you make in your plan, if any? What modifications will you make in your plan when teaching this in the future?
“Other Duties as Assigned” Advising Community Service Budget management Committee work Leadership Janitor, carpenter, inventor, actor, caterer, writer, nurse, Jack/Jill of all trades
Promotion Procedures Attend available workshops Promotion Chairperson PowerPoint & Training Materials Website:
Additional Faculty Resources Mentoring Program (pg 14 BGTC Faculty Handbook) %20Handbook%20-%20Final%20Draft pdf %20Handbook%20-%20Final%20Draft pdf %20Handbook%20-%20Final%20Draft pdf Teacher Consultation Program (TCP) POD Coordinators / Teaching & Learning Centers Teaching & Learning Support Services Online Tutorial for Faculty & Students
Additional Faculty Resources TLSS Resources League for Innovations American Association of Community Colleges American Association of Higher Education Learning College x.htm x.htm
Additional Faculty Resources Internet Resources for Higher Education Outcomes Assessment CPE Web Site POD Network Faculty Development Associates Promotion Training Materials:
Learner-Centered Environment “Teaching and learning are inseparable parts of a single continuum – more Mobius strip than circle – of reciprocal giving and receiving…All teach and all learn.” (Christensen, 1991, p. 99)