Jay Hollowell

Jay Hollowell

About me

Please allow me this opportunity to welcome everyone to The Lounge! As someone who has had the honor of being in career education and corporate training for thirty years (gee, it makes me feel much older!), I can honestly say that I am the happiest professionally when having the opportunity to interact with fellow career educators - whether it be a training event, webinar, or medium such as this where we can collaboratively share our thoughts.

Activity

Thanks guys for your comments! We have received a lot of valuable feedback about the final quiz scenarios in the ML (Management and Leadership) courses. We know that these courses are full of relevant comment and the scenarios are real-world in concept, yet the scenarios are subject to perception and value judgment.

 

I am pleased to announce that the ML courses in the CEE program have affected a new development. The previous final quiz, scenario-based questions are now included elsewhere in each course as a Challenge quiz (used as a Learning Tool), and the final quizzes are now populated with new questions. They… >>>

Hi Landon, you're right, additionally to the purpose of faculty observations being utilized as a tool to capture transfer of instructor training and learning into the classroom or lab, it also shows students that their opinions are important as to the ongoing enhancement of teacher and course. To your point though in one of your blog comments, total popularity of an instructor doesn't necessarily make a good course.

I think tools such as faculty observations and student course evaluations (that tend to be more about the instructor anyway) need to be kept in balance.

Thanks so much for your on-target comments!  

Hi Landon! Thanks for visiting The Lounge and commenting on this blog. I too have always used analogies in teaching and training. Such examples give a practical and more personal dimension to knowledge attainment. As you reference, the wonderful residual effect is that faculty who experience learning themselves through analogy-rich instruction and training may be more apt to use that same method, particularly as new instructors, when working with their own students. 

The above notes lead me to ponder how an instructor's teaching goals, developmental activities and actual performance all relate together. Perhaps to maximize performance, an effective faculty development program must not only create a platform where faculty members can actively engage in setting individual goals, but provide a way for instructors to link their goals and activities together as well as measure the results in the classroom or lab.   

I would be curious to know of other's thoughts on this?

As you work with your instructors as a Faculty Coach in the CEE Faculty Development Program, or from a general faculty development standpoint, what have been some successes that you have enjoyed, or challenges faced, as your instructors continue their developmental activities?

I enjoyed Dr. Carlson's session! I believe that our career colleges and universities should continue to closely align to their missions and together, as a unified body of professional educators, drive home the message to our communities: we effectively teach adult learners, many who are non-traditional, first-generation college students, the employable skills they need to succeed, technically and professionally, in their chosen occupational fields. This is evidenced by our institutional missions and by the accountable measures, such as placement rates, to which we adhere. 

As one who participated in the recent IAF/CEE Symposium in Burr Ridge, IL, I came away from the experience with even more enthusiasm about the important position career colleges and universities hold in the education and skills training of today's adult learner. Not only were best practices shared in student retention; faculty selection, development and performance; student outcomes assessment; and educational leadership, but participants discussed  practical and strategic solutions to the current challenges that our schools face. It is very apparent to me that my colleagues at the symposium share a personal passion for education, a commitment to their institution's missions, and most importantly a vision… >>>

There is a lot of discussion among educational colleagues going on at present regarding faculty performance and how it is measured. True, effective evaluation of instructors relies on some type of measurement linked to performance outcomes, but how subjective is it? Even when we use assessment scales for a performance appraisal, there is still subjectivity at hand.

Two questions:

What is your concept or definition of faculty performance and to what outcomes is it linked?

How does your institution evaluate faculty performance and how subjective is it?

 

One of our roles as a coach in the CEE Faculty Development Program is to collaborate with our instructors on choosing the online courses that best support their developmental goals and interests. What are some ways that you have assisted your faculty with selecting courses?

“It’s one more thing on the plate and I already have a huge teaching load in a short time frame? And you want me to complete what?” It’s a legitimate reaction. What are some ways that you have encouraged and motivated your instructors to engage in faculty development? How have you created excitement? 

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