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.

Fall 2018 Focus and Sessions

Connecting to current university-level conversations about student success and the opening of the new Belknap Academic Building, the fall 2018 PTFI series focuses on the intersection of active learning and student engagement. Throughout the fall semester, sessions will engage you with questions such as:

  • What does active learning for student success in the classroom look like?
  • How might I use active learning and instructional tools engage my students in the learning process?
  • What are developmentally appropriate ways I can help my students engage in their own learning?

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

  • Identify benefits and key principles of active learning and student engagement;
  • Use theories of college student development to inform your teaching practices; and
  • Experience and practice strategies to support active learning in your classroom.

At each session, you will:

  • Be welcomed into a supportive community of practice with other engaged part-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

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.

  • Click to Show/HideSeptember 13
    Uncertainty as Possibility: Identifying and Fostering Students’ Uncertainty, Confusion and Questioning to Support Students’ Learning and Development

    Molly Schaller describes a productive kind of mentoring with students as “going on the journey with them” as they experience the ups and downs of learning, struggle, and success in and outside the classroom. This session helps you think about how students’ feelings of confusion, doubt and uncertainty as learners in your classroom and young adults on your classroom can provide productive moments on inquiry and discovery that are part of their natural development as young adults. Drawing on the research about student success and student development theory, the presenters in this session will help you explore and uncover tools to help foster students’ engagement and growth as learners and decision-makers through subtle but powerful pivot points when they are poised between uncertainty and possibility.

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

    Identify the concept of “uncertainty” in relation to college students natural development trajectory as learners and young adults Generate specific approaches regarding how the “uses of uncertainty” can become teaching and learning opportunities in your classroom Develop a working idea for how you can contribute to “student success” as an instructor at UofL

    Presenters:

    Katie Adamchik
    Director of Exploratory Programs
    College of Arts and Sciences
    Advising and Student Services


    Patricia R. Payette, Ph.D.
    Executive Director, Quality Enhancement Plan
    Senior Associate Director, Delphi Center for Teaching and Learning

    Location:

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


    Register

  • Click to Show/HideOctober 4
    Instructional Tools for Engaging Today’s Learners

    In this workshop, you will have the opportunity to experience several free instructional tools to enhance student learning and engagement. In this session, the focus is on instructional tools for both face to face and online learning environments. The utilization of instructional tools has shown to improve retention of content and deeper engagement with course materials and concepts. Presenters will highlight the features of the following tools:

    • Sli.do
    • Powtoon
    • VoiceThread
    • MindMeister
    • Canva

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

    Glean ideas and strategies for accessing and using active learning tools for student engagement; Recognize concepts related to instructional models aimed at student engagement; and Explore digital tools that are available to you and your students.

    Presenters:

    Aimee Greene
    Assistant Director, Instructional Design and Technology
    Delphi Center for Teaching and Learning


    Melissa Cline-Douthitt
    Instructional Technology Consultant, Senior
    Delphi Center for Teaching and Learning

    Location:

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


    Register

  • Click to Show/HideOctober 25
    Tried and True Active Learning Strategies that Promote College Student Engagement

    How can you support students engaging in their own learning? What teaching practices support student-centered learning? What do we mean by “active learning” at UofL? By the end of this session, participants will learn five techniques to increase engagement in their classes. Gain hands on experience in the TILL’s active learning classroom! Whether you teach in a traditional classroom or Active Learning Classroom, this session will help you explore, create, and plan active learning activities to support you and your course goals.

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

    Identify and apply the features of active learning to a concept in your discipline; Recognize 2 quick and proven teaching strategies to promote student engagement; and Explore practices that you can incorporate into your next class meeting.

    Presenter:

    Jennifer Anderson
    Program Director
    Teaching Innovation Learning Lab

    Location:

    Room 218, Belknap Academic Building (BAB)


    Register

  • Click to Show/HideNovember 15
    Student/Faculty Engagement Strategies Showcase

    In a round-robin format, seasoned part-time faculty will model an active learning strategy that has been effective in engaging students their classroom. This session will involve several strategies showcased with engaged discussion about the impact on students’ learning.

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

    Identify 2-3 teaching ideas to add to your teaching toolbox; Connect with interdisciplinary colleagues about evidence-based teaching; and Provide support and feedback to your fellow part-time colleagues.

    Presenters:

    Nisha Gupta
    Specialist for Faculty Development
    Delphi Center for Teaching and Learning


    Seasoned Part-time Faculty TBD

    Location:

    Delphi Center Lab, Room 244, Ekstrom Library


    Register



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

    Register Now


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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