Part-Time Faculty Institute

Part-Time Faculty InstitutePart-time faculty can enhance their teaching skills, meet and enjoy a light meal with colleagues, and earn a stipend by participating in the Part-Time Faculty Institute (PTFI), a program designed especially for the needs of part-time faculty. The PTFI provides UofL's part-time faculty with tools and resources to help them become even more effective educators in the classroom. Participants in any of the sessions will find them beneficial to their teaching. The Institute offers four two-hour sessions each academic semester.



Spring 2019 Focus and Sessions: Using Data to Empower Your Teaching

Beyond your student course evaluations, what data do you collect to inform your teaching decisions?


Are there other forms of formative data you can collect to document your teaching?


How might multiple methods of data collection and analysis enhance your ability to make decisions about instructional practices?

These are just some of the questions that we will be exploring together during the Spring 2019 PTFI series. At most American higher education institutions, the conventional method for evaluating teaching is through using end-of-course student evaluations. While student evaluations provide some information about teaching and the student experience, they do not present a complete picture of one’s teaching practices.

This series is intended to help you take charge of your teaching by gathering a more complete picture of your teaching, including areas for growth, by incorporating other methods of data collection such as peer observations, mid-semester feedback, syllabus review, classroom assessment techniques, and the Critical Incident Questionnaire (CIQ).

Join us as we provide sessions that will engage you with questions such as:

  • How can I best make sense of my student course evaluation data?
  • What is the mid-semester feedback process and how do I incorporate it into my teaching this semester?
  • What are some simple and practical ways to collect using formative assessment methods?

At each session, you will:

  • Be welcomed into a supportive community of practice with other engaged part- and ful-time faculty;
  • Learn about at least one easy-to-adopt “teaching tool;” and
  • Take away resources for further exploration and incorporation into your own teaching.

Schedule

  • Click to Show/HideSession 1: Thursday, January 17, 5:30-7:30 p.m.
    How to Read Your Student Course Evaluations

    Whether you read your end-of-course student evaluations with dread or with joy, these evaluations count. And, they are an important source of data about your teaching.

    Bring your student evaluations from a recent semester and join us for a guided opportunity—in a low pressure and supportive environment—to review your student evaluations, gather a helpful peer’s perspective, and create an action plan for responding to what you learn.

    As a result of attending this session, you will be able to:

    • Glean ideas and strategies for accessing your student course evaluations with a new lens;
    • Recognize concepts related to giving and receiving feed; and
    • Create an action plan for responding to your student evaluations.

    Presenters: Nisha Gupta

    Location: Teaching Innovation Learning Lab (TILL), Room 302, Ekstrom Library

    Register Now

  • Click to Show/HideSession 2: Thursday, February 7, 5:30-7:30 p.m.
    Reimagining Formative Feedback and Classroom Assessment Techniques as Sources of Data

    Formative feedback can offer a quick and easy way to enhance student learning, and it can offer you useful information to enhance your teaching effectiveness. Classroom Assessment Techniques (CATs) such as the one-minute paper, muddiest point, and defining features matrix are popular and often used by our faculty. This type of formative feedback can help clarify students’ misconceptions, explain challenging concepts, and move students forward in the learning process. In this session, you will learn about strategies for collecting formative feedback that will help you better meet your students where they are.

    As a result of attending this session, you will be able to:

    • Explain the concept and benefits of gathering formative feedback—both for you and for your students;
    • Consider various strategies and techniques for collecting and using formative feedback; and
    • Identify a few formative feedback strategies you can use to help you enhance your teaching effectiveness.

    Presenters: Nisha Gupta, Judy Heitzman, and Gay Baughman

    Location: Teaching Innovation Learning Lab (TILL), Room 302, Ekstrom Library

    Register Now

  • Click to Show/HideSession 3: Thursday, February 28, 5:30-7:30 p.m.
    Collecting Meaningful Data to Inform My Teaching Practice (Part I)

    Mid-semester Feedbacks (MSF’s) are short sessions you conduct with your students to gather formative feedback about student learning, attitudes, and experiences for the purpose of informing mid-stream course adjustments.

    Join us for this two-part session! Between the first and second session, you will conduct your own MSF session in a course you are teaching.

    As a result of attending this session, you will be able to:

    • Consider the purpose and concepts of the "Mid-Semester Feedback" tool and its role in teaching improvement; and
    • Explain and execute the four fundamental steps involved in conducting an MSF in one of your current courses.

    Presenters: Marie Kendall Brown and Goldburn Maynard

    Location: Teaching Innovation Learning Lab (TILL), Room 302, Ekstrom Library

    Register Now

  • Click to Show/HideSession 4: Thursday, March 21, 5:30-7:30 p.m.
    Collecting Meaningful Data to Inform My Teaching Practice (Part II)

    In Part II of this series on mid-semester feedbacks, you will work in pairs to review and organize your data, looking for patterns, trends, and items of interest. You will then have the opportunity to analyze your student feedback data and receive guidance in creating an individualized action plan for your course.

    As a result of attending this session, you will be able to:

    • Gather support and guidance for analyzing the MSF data you collected this semester; and
    • Create an individualized, evidence-based action plan for your course in response to the data you collected.

    Presenters: Marie Kendall Brown and Goldburn Maynard

    Location: Delphi Lab (Ekstrom #244)

    Register Now


All sessions meet Thursdays, 5:30-7:30 p.m. with a light meal available at 5 p.m.

Sessions meet on Belknap Campus in Ekstrom Library. We can provide a parking pass if you park at the Speed Museum garage, located next to Ekstrom Library.

Please Note: Upon registration, you will receive a short, recommended pre-reading and list of resources via email from which each session’s conversation will start.


Incentive Payment Process

Part-time faculty who complete three sessions in an academic semester are eligible for a $200 stipend and will receive a certificate of completion confirming participation in the Part-Time Faculty Institute. Successful participants can also request a transcript verifying their participation. No other Delphi program substitutes will be permitted.

Rules for Participation

  1. Participants must complete three of the four sessions within an academic semester (fall or spring) in order to qualify for the stipend. Part-time faculty who successfully complete the semester program will be eligible for a $200 stipend.
  2. Part-time faculty who are already full-time staff, either monthly or classified (hourly), do not qualify for incentives. P&A; staff working at 80% or more and ALL classified (hourly) staff are ineligible for incentives. Participants must be actively teaching at UofL during the semester for which credit towards the incentive is accrued.
  3. A maximum of 25 faculty members may participate in any PTFI session. Participants are accepted on a first-come-first-served basis, via electronic registration.
For more information, contact Nisha Gupta, Specialist for Faculty Development, Delphi Center for Teaching and Learning.
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