Faculty Development

Amendment to Teaching Effectiveness Workshop

Resolved that the following paragraph be added to the resolution on TeachingEffectiveness:

Resolved that the Academic Senate hold a workshop including, but not limited to, the following issues:

1) The role of the faculty

2) How to avoid duplication of effort

3) Use of the accreditation model

4) Accepting professional responsibility

5) Time management

Teaching Effectiveness Workshop

Whereas the Academic Senate has a commitment to faculty excellence, and

Whereas the faculty of the California Community Colleges are a valuable resource of information regarding teaching effectiveness, and

Whereas it is one of the responsibilities of faculty members to help their colleagues improve their teaching effectiveness, and

Whereas formal evaluation is far from being the only means of helping faculty to improve their teaching,

Faculty Development Task Force

Whereas the encouragement of professional excellence, innovation, and leadership would be useful in enhancing both the quality of education and the morale of the faculty, and

Whereas the implementation of recent Title 5 changes in the course approval process and implementation of many of the proposed community college reforms require much greater involvement by faculty and make increased demands which often go beyond contractual obligations, and

Community College Doctorate

Whereas existing doctorate programs may not emphasize skills and knowledge necessary for community college faculty,

Resolved that the Academic-senate for California Community Colleges direct the Faculty Development Committee to do the following:

1. Study the components of a community college faculty doctorate,

2. Develop guidelines for such a doctorate, and

3. Explore current graduate programs for the possibility of ensuring a teaching component.

Trading Places Project Publicity

Whereas faculty development funds have been low for the past several years, and

Whereas faculty exchanges can be an effective and efficient way to develop our skills, and

Whereas the Fund for Instructional Improvement has granted the Academic Senate and the Chief Instructional Officers a second year of support for the exchange program "Trading Places,"

Educational Leadership Colloquia

Whereas the faculty role in collegial/shared governance can be enhanced by training, by seeing good local models, and by increased communication with instructional and student services administrators, and

Whereas the Fund for Instructional Improvement has funded the Academic Senate and the Chief Instructional Officers to conduct four regional Educational Leadership Colloquia, and

Whereas they were funded under the Board of Governors' agenda on strengthening academic senates,

Great Teachers Seminar

Whereas the California Great Teachers Seminar (CGTS), cosponsored by the Academic Senate for California Community Colleges and the California Association of Community Colleges (CACC), has served over 800 community college faculty in the past ten years, and

Whereas informal reunions have illustrated that many former participants would like an additional session, and

Whereas in 1987 the unserved "waiting list" was longer than the list of participants,

Faculty Research

Whereas community colleges provide professional development funds for conferences and workshops, and

Whereas research is a recognized source of professional development in higher education,

Resolved that the Academic Senate for California Community Colleges encourage local senates to seek professional development funding for faculty research activities.

Staff Development - Great Teachers

Resolved that the Academic Senate for California Community Colleges congratulate the California Great Teachers seminar on its tenth anniversary and commend David Gottshall, past and present staff and participants, CACC, and all other parties who have contributed to this successful faculty development program.

Faculty Development - Part-Time Faculty

Whereas part-time faculty at California community colleges are an integral part of the educational program, and

Whereas part-time faculty represent a significant percentage of faculty and special needs,


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