Promoting the Wholesome Professor: Building, Sustaining & Assessing Faculty. Pearson, M.M. & Thomas, K. G-SUN-0215h 1

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1 Promoting the Wholesome Professor: Dr. Mildred M. Pearson, Director, Faculty Development Associate Professor, Early Childhood, Elementary & Middle Level Education Mrs. Krishna Thomas, Assistant Director, Faculty Development Agenda History of Motto & Rationale Holistic model of Faculty Development 3 Types of Outs (Robison, 2007) 3 Types of Times (Robison, 2007) Wholesome Professor motto (Pearson, 2006) Building Faculty New Faculty needs Early, Mid-career & Veteran Faculty needs Sustaining Faculty How do we sustain programs? How do we nurture the Wholesome Professor? Assessing Faculty How do we assess workshops? How do we assess programs? Balance is a blessing that many faculty seek in their professional lives, but it is one that few believe that they can achieve without serious risk to the advancement of their careers. ~ Huber, 2001, p. 21. Pearson, M.M. & Thomas, K. G-SUN-0215h 1

2 Pearson, 2006 Who is a Wholesome Professor? A Wholesome Professor is indicative of a faculty member who is: Physically Fit Mentally Ready Emotionally Healthy Scholarly Prepared Socially Engaged Pearson, 2006 Goal of the Wholesome Professor motto To encourage collaboration and involvement outside departments To promote social engagement outside the four walls of the classroom To encourage faculty to meet other faculty across colleges and disciplines Pearson, M.M. & Thomas, K. G-SUN-0215h 2

3 Building Faculty: New Faculty Needs Building: New Faculty Orientation Structure Concurrent Sessions Panels Diversity Career development Study abroad Mentoring Contractual obligations Constituents A Visit with the Deans Booth Library tour Research & Sponsored Programs Center for Academic Technology Support An overview of resources available on campus, arranged according to Wholesome Professor motto Building: Academic: Thriving through Teamwork Fair College programming Campus constituents Pearson, M.M. & Thomas, K. G-SUN-0215h 3

4 Building: New Faculty Wine & Cheese Reception Welcome new faculty Teaching & Research Hobbies & Interests Collaboration with Faculty Senate Invite department chairs, deans, and key administrators NEW FACULTY ACTIVITIES NEW FACULTY ORIENTATION SEMINAR/ TTT FAIR 0 WINE & CHEESE RECEPTION AY AY AY AY NB. Numbers vary according to new faculty hires. The New Faculty Seminar was changed to the Academic: Thriving Through Teamwork Fair in Fall Initiative to work with the Charleston Chamber of Commerce and local areas businesses Building: Partners in Action Program Provide donated goods and services to new faculty members Pearson, M.M. & Thomas, K. G-SUN-0215h 4

5 PARTNERS IN ACTION $31, 463 $40, NO. OF BUSINESS PARTNERS AY AY AY AY NB. Value of donated goods and services only available for AY and AY Building Faculty: EIU Learning Community Early, Mid-career & Veteran Faculty Needs Building: Wholesome Professor Series Over 110 workshops in past five years Partnerships with: Research & Sponsored Programs Center for Academic Technology Support Student Success Center Honors College Over 700 participants and attendees Pearson, M.M. & Thomas, K. G-SUN-0215h 5

6 WHOLESOME PROFESSOR SERIES - ATTENDANCE ATTENDEES AY AY AY AY FALL ONLY Building: External Speakers Dr. Barbara Walvoord (Spring 2009) Dr. Saundra McGuire (Fall 2008) Dr. Virginia Lee (Spring 2008) Dr. Susan Robison (Fall 2007) Dr. Craig Nelson (Spring 2007) Mr. Tim Wise (Fall 2006) Dr. Linda Nilson (Spring 2006) Dr. Barbara Millis (Fall 2005) Dr. Marilla Svinicki (Spring 2005) EXTERNAL SPEAKERS Fall Saundra McGuire Spring Virginia Lee Fall Susan Robison Spring Craig Nelson Fall Tim Wise Spring Linda Nilson Fall Barbara Millis Spring Marilla Svinicki Pearson, M.M. & Thomas, K. G-SUN-0215h 6

7 Sustaining Faculty Sustaining: Nurturing the Wholesome Professor Faculty Mentoring Circles Connection Program A program committed to building relationships between new and existing faculty, by providing a wide range of mentoring assistance to new faculty, including advice, social support, information, coaching and friendship. Committed to building relationships with new and existing faculty. Purpose: to sustain, maintain, and retain faculty at EIU. Provides a development and acculturation experience for new faculty, assisting them in making the transition to fulltime academic work and a career at Eastern. Sustaining: Faculty Mentoring Circles Connections Pearson, M.M. & Thomas, K. G-SUN-0215h 7

8 Does Mentoring Make A Difference? Research Findings Benefits to New Faculty Greater Productivity (Queralt, 1982, Boise, 1992, Sorcinelli, 1994) Goal Achievement (Bogart & Redner, 1985, Cafarella, 1992, Pearson, 2007) Understanding Organization (Kiram, 1986) Inclusion (Boyle & Boice, 1998) Diversity (Stanley & Lincoln, 2005) Benefits to Senior Faculty Managerial Skills (Reich, 1986) Stimulation (Reich, 1986) Reflection & Review (Nicholls, 2002) Diversity (Stanley & Lincoln, 2005) Reflecting on your Mentoring/Mentee Experiences 1. Briefly provide a summary of your experience with your mentor/mentee. 2. What do you believe has been the most rewarding experience thus far while serving as a mentor/mentee in the Faculty Mentoring Circles Connections? 3. Write (1) negative and (2) positive things that have happen in connecting with your mentor/mentee. A Mentor s Comments We have had wonderful discussions about everything! I shared my portfolio with my mentee to give her an example. I discussed the ACA process and how to apply. We had great lunches! Communication is easy and plentiful! Talked about balancing children, work, and relationships. I provided my mentee with opportunity to vent concerns, and frustrations. What a great match! Pearson, M.M. & Thomas, K. G-SUN-0215h 8

9 A Mentee s Comments My mentor has been excellent. She is definitely able to keep me on task and is so helpful when it comes to understanding the dissertation process. She also seems to like my dissertation topic and provides me with so many great ideas. The mentoring program is wonderful. Thank you so much for this opportunity. My relationship with my mentor has been valuable to me. I have appreciated her time, extension of assistance with research, and her ability to listen. Emerging Themes Write (1) negative and (2) positive things that have happen in connecting with your mentor/mentee. Negative: Time Many Positives were cited: Meeting faculty outside the department in other disciplines. Making connection with another colleague and being able to share in the success of someone else. Fruits of Exchange Mentor & Mentee Activity To: (Mentee s Name) From: (Mentor s Name) A word to describe my experience Release Pearson, M.M. & Thomas, K. G-SUN-0215h 9

10 Sustaining: Mentoring Wine & Cheese Reception Celebrate the mentoring relationships Honor mentors & mentees Reflect on experience Commend members of the Faculty Development Advisory Committee Recognize Coordinators FACULTY MENTORING CIRCLES CONNECTION MENTORS MENTEES AY AY AY AY08-09 NB. Some mentors had more than one mentee. Sustaining: Faculty Appreciation Day Dedicated to celebrating faculty and their families Collaboration with Campus Recreation Catered food Games for the kids Campus Observatory opened by the Physics department Pearson, M.M. & Thomas, K. G-SUN-0215h 10

11 FACULTY APPRECIATION DAY ATTENDEES AY AY AY AY Sustaining: Veteran Faculty Circles Connection View that veteran faculty have a different vantage point, and a different sense of responsibility to the institution and its faculty Definition of Veteran Faculty Member: Mature (50 years or older) Full Professor College Professor for fifteen years Sustaining: Nurturing the Wholesome Professor Streaming Videos Guest lectures and professional development session are made available to faculty who were not able to attend the sessions Online Registration Online registration of events is used for convenience and as a vehicle to familiarize them with the Faculty Development website at Community Involvement Members of the community attend faculty events as well as donate goods and services for the new faculty gift bags Pearson, M.M. & Thomas, K. G-SUN-0215h 11

12 Assessing Faculty Assessing: Needs Assessment Survey Goals: To understand the programming needs of the faculty in teaching, research and service. To serve faculty and campus better Data is integral in planning of future events and making recommendations to the Provost Spring 2008 results Spring 2006 results Spring 2008 & Spring 2006 Needs Assessment Results Handouts Pearson, M.M. & Thomas, K. G-SUN-0215h 12

13 Assessing: New Faculty Orientation Feedback I Purpose: To provide information, skills and resources for faculty to successfully begin teaching, research, and extension and engagement activities at EIU To familiarize faculty about EIU and the local community New Faculty Orientation Evaluation (Blank) Fall 2008 New Faculty Orientation Results New Faculty Orientation Evaluation Fall 2008 New Faculty Orientation Results Handouts Scale: 5 = Very satisfied 4 = Satisfied 3 = Neutral 2 = Dissatisfied 1 = Very dissatisfied Assessing: Internal Speakers Feedback Speaker s knowledge of content Speaker s presentation of the material Value of ideas and/or information provided Attentiveness to learning needs Overall helpfulness to you Ability to enhance your understanding Usefulness of handouts Effectiveness of technology/audio-visuals Pearson, M.M. & Thomas, K. G-SUN-0215h 13

14 Assessing: External Speakers Feedback I Scale: 5 = Strongly agree 3 = Neutral 1 = Strongly disagree 4 = Agree 2 = Disagree The presenter was well organized and prepared The presenter was knowledgeable about the subject The presenter was responsive to the learning needs of the group The session was organized to encourage active involvement The topic was appropriate to meet my educational needs The level of information was appropriate for my understanding Assessing: External Speakers Feedback II Scale: 5 = Excellent 3 = Satisfactory 1 = Poor 4 = Good 2 = Not very good The use of effective teaching strategies was The quality of handouts/materials was The pacing of activities in the session was My overall rating of the presenter is My overall rating of the workshop is Assessing: External Speakers Feedback III The length of time allowed for the session was (circle one): Long Appropriate Short Pearson, M.M. & Thomas, K. G-SUN-0215h 14

15 Assessing: Support Grant Summative Reports Did your work change if any way from the original proposal? If so, how? Assess the effect of your work for yourself and for your students learning. How will you use your grant work to aid future teaching/ learning at the university? Assessing: Faculty Development Assessment Subcommittee - Program Assessment I Do you recall learning something over the past 5 years from Faculty Development workshops that has enhanced your teaching practices? Have you changed your teaching in any way? Did the changes have evidence of a positive impact on teaching? Did these have a positive impact in ways such as: Teaching strategies? Students attitudes? Student evalution? Assessing: Faculty Development Assessment Subcommittee - Program Assessment II Faculty Development Workshop Series: How would you rate this session? What about the session allowed you to rate the session as well as you did? What would you change if the rating was different? Pearson, M.M. & Thomas, K. G-SUN-0215h 15

16 Have we successfully promoted the Wholesome Professor? Build up faculty morale Promoting the Wholesome Professor Demonstrate to faculty that their: Voices are heard Views are valued Vocation appreciated Victories celebrated Certainly a leader needs a clear vision of the organization and where it is going, but a vision is of little value unless it is shared in a way so as to generate enthusiasm and commitment. Leadership and communication are inseparable. ~ Claude Taylor Pearson, M.M. & Thomas, K. G-SUN-0215h 16

17 Questions? Dr. Mildred M. Pearson, Director, Faculty Development Associate Professor, Early Childhood, Elementary & Middle Level Education Mrs. Krishna Thomas, Assistant Director, Faculty Development References Bogat, G., & Redner, R How mentoring affects the professional development of women in psychology. Professional Psychology: Research and Practice, 16, Boise, R. (1992) The new faculty member: Supporting and fostering professional development. San Francisco, CA: Jossey-Bass. Boyer, E. L Scholarship reconsidered: New priorities for the professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching. Boyle, P., & Boice, B Systematic mentoring from new faculty teaching and graduate teaching assistants. Innovative Higher Education, 22(3), Cafarella, R.S Psychosocial development of women: Linkages of teaching and learning in adult education. Information Series No Columbus, OH: ERIC Clearinghouse on Adult, Career and Vocational Education. ERIC Document Reproduction Service No. ED Huber, M Balancing Acts: Designing Careers Around the Scholarship of Teaching. Change, 33: Kiram, K. E Mentoring in the work place. In D. T. Hall (Ed.), Career Development in Organizations. San Francisco: Jossy-Bass. Nicholls, G Mentoring; the art of teaching and learning. In P. Jarvis (Ed.), The Theory and Practice of Teaching. London: Kogan Page. Pearson, M Mentoring, Modeling, & Growing Your Own. Higher Learning Commission: A Collection of Papers on Self- Study and Institutional Improvement, 1 (4), pp Pearson, M.M Promoting the Wholesome Professor, While Providing for Teaching, Research and Service. Bright Idea/ Innovation Award Conference of the Professional and Organizational Development (POD) Network in Higher Education. Queralt, M The role of the mentor in the career development of university faculty. Paper presented at an annual conference of the National Association of Women Deans, Administrators, and Counselors. April, Indianapolis, Indiana. ED pp. MF-01; PC-02 Reich, M. H The mentor connection. Personnel, 63, Sorcinelli, M.D Effective approaches to new faculty development. Journal of Counseling and Development 72: Stanley, C.A and Lincoln, Y.S Cross-race faculty mentoring. Change 37 (2): Pearson, M.M. & Thomas, K. G-SUN-0215h 17