developing an academic professional development program

DEVELOPING AN IMPACTFUL ACADEMIC PROFESSIONAL DEVELOPMENT PROGRAM

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Abd Karim Alias ([email protected])

Centre for Development of Academic Excellence (CDAE)

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What is world class education?

Not only about imparting knowledge, but also…

Not only about imparting knowledge, but also…

Abd Karim Alias@2013Image source: PTPM, USM

to inculcate skills and…to inculcate skills and…

instill values.instill values.

APEX 2nd PHASETRANSFORMING BEYOND 2013

Academic

By: Profesor Ahmad Shukri Mustapha

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Lecturers Curriculum

Accountability

Pedagogy

Learning Environment

Leadership Modes & medium of

delivery

Quality Assessment

Recognition

Students

Academic Ecosystem

Program

APEX 2nd PHASETRANSFORMING BEYOND 2013

AcademicBy: Profesor Ahmad Shukri Mustapha

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Lecturers Curriculum

Accountability

Pedagogy

Learning Environme

nt

Leadership Modes & medium of

deliveryQuality Assessment

Recognition

Students

Academic Ecosystem

Program

• Driven by passion & highly committed

• Project positive image & inspiring • Mastered the subject domain• Practiced sound pedagogy• Commit to continuous professional

learning• Creative & innovative• Digitally literate• Good networking & work

collaboratively with industry• Aware of the current and future

trends in higher education• Lifelong learner• Global mindset

ACADEMICIAN ATTRIBUTES

5Abd Karim Alias@2010Image source:

http://office.microsoft.com/en-us/clipart/

The distance can be huge & the path may not be

obvious

Point A: Just an ordinary

academician

Point B: A Scholar

6Abd Karim Alias@2014

SCHOLARSHIP

"Scholarship is teaching, discovery, integration,

application and engagement”


BOYER’S 4 DOMAINS OF SCHOLARSHIP

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• The scholarship of discovery that includes original research that advances knowledge;

• The scholarship of teaching and learning that the systematic study of teaching and learning processes;

• The scholarship of integration that involves synthesis of information across disciplines, across topics within a discipline, or across time;

• The scholarship of application (engagement) — engaging peers/community

BOYER’S MODEL OF SCHOLARSHIP

Doing the right thing

What is the faculty able to do

What is an excellent educator in the 21st century?

Core competencies

Doing the right thing

What is the faculty able to do

Doing the thing right

How the faculty approaches their teaching

Scientific principles of education

Ethics & attitude

Decision making

Teamwork


Ethics & attitude

Decision making

Teamwork


Core competencies

Doing the right thingWhat is the faculty able to do

Doing the thing right

How the faculty approaches their teaching

The right person do it

The faculty as a professional

Professional development

Self-assessment

Professional development

Self-assessment


Ethics & attitude

Decision making

Teamwork


Ethics & attitude

Decision making

Teamwork


Core competencies

Contributing to educational mission

Contributing to educational mission

Advancing knowledge in the field

Advancing knowledge in the field

Engagement in educational community

Engagement in educational community

QUANTITYQUANTITY QUALITYQUALITY SCHOLARLY TEACHING

SCHOLARLY TEACHING

SCHOLARSHIP OF

TEACHING

SCHOLARSHIP OF

TEACHING

SoTL Goal Setting

SoTL Level SC

HO

LAR

SH

IP O

F TEA

CH

ING

(S

oTL)


“Formal and informal means of helping teachers not only learn new skills but also develop new insights into pedagogy and their own practice, and explore new or advanced understandings of content and resources”

Grant, C. M. Professional development in a technological age: New definitions, old challenges, new resources [Available online]

http://lsc-net.terc.edu/do.cfm/paper/8089/show/use_set-tech


• To update individuals’ knowledge and skills of a subject in light of recent advances in the area

• To update individuals’ skills & approaches in light of the development of new teaching techniques & new educational research

• To help teachers become more effective

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• To elevate the status and quality of teaching & learning at the institution;

• To shift the focus of teaching from teacher performance to student learning;

• To bridge the gap between teaching and research, generating a more meaningful role for teaching at research universities;

• To build an institutional culture of intellectual dynamism (hungry for knowledge)

ROLES OF ACADEMIC PD PROGRAM


PD program IS NOT a remediation!

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PD PROGRAM FOR ACADEMICS

FOUR MAJOR AREAS

(70%)

(10%)

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• Basic

• Intermediate

• Advanced

CERTIFICATE PROGRAM

THREE LEVELS

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New lecturersLecturers

5 to 10 yearsLecturers >10 years

T & L modules level 1 (25%)


T & L modules level 1 and 2 (25%)


CD, SoTL, AL modules (10%)






25%25%

75%75%

100%

100%

BASICBASIC INTERMEDIATEINTERMEDIATE ADVANCEDADVANCED

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• Philosophy of education

• Adult learning theories

• Neurocognitive & the science of learning

• Effective teaching strategies

• Instructional design

• Technology-enhanced learning

• Blended learning (flipped classroom)

• Assessment

• Effective course management

• Teaching portfolio


1. TEACHING & LEARNING

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1. TEACHING & LEARNING

COMPETENCY MAPPING

T & L MODULES

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Ultimately to achieve alignment of learning

outcomes with learning activities & assessment.


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Curriculum development includes a variety of activities around the creation of planned curriculum, pedagogy, instruction, and delivery methods for guiding student learning.


2. CURRICULUM DEVELOPMENT

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The scholarship of teaching and learning (SoTL) is a way of treating teaching as a scholarly activity by posing questions about student learning and its relationship to the ways in which they are taught.


3. SCHOLARSHIP OF TEACHING & LEARNING

(SoTL)

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Lecturers can bridge the gap between their research and their teaching identities by asking and answering meaningful questions about teaching and learning in ways that align with their disciplinary research practices.


3. SCHOLARSHIP OF TEACHING & LEARNING

(SoTL)

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Preparing the future managers…

Setting academic priorities, evaluating faculty, succession planning, making the transition from faculty to administrator, the issues and leadership responsibilities.


4. ACADEMIC LEADERSHIP

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MODULE 1. Theory & practice of teaching and learning in higher education

MODULE 2. Effective approach to student-centered learning

MODULE 3. Teaching Large Classes

MODULE 4. Creating an effective and engaging classroom

MODIULE 5. Technology-enhanced learning

TEACHING CERTIFICATE PROGRAM

BASIC CERTIFICATE FOR NEW LECTURERS

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MODULE 6. Managing Classroom Dynamics

MODULE 7. Assessment of Learning

MODULE 8. Microteaching

MODULE 9. Assessment of Teaching (Developing a Reflective Teaching Practice)

TEACHING CERTIFICATE PROGRAM

BASIC CERTIFICATE FOR NEW LECTURERS

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• Prepare competent trainers.

• Design and implement a variety of programs to meet diverse needs.

• Build a culture for learning based on collaboration, teamwork, and shared vision.

EFFECTIVE PD PROGRAM*

*http://www.facultyfocus.com/articles/faculty-development/a-checklist-for-effective-faculty-development-programs/

ASPECTS TO CONSIDER

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• Conduct a needs assessment to establish relevant program outcomes.

• Understand the roles and expectations of your participants.

• Develop respect and trust with your participants as learners.

• Develop a good mix of theory and practical approach.



ASPECTS TO CONSIDER

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• Conduct an interactive session

• Solicit timely and effective feedback.

• Use the feedback to improve the training program.



ASPECTS TO CONSIDER

CDAE publications

03/01/2013 32

03/01/2012 33

Bengkel Pembangunan Modul SCL

Training & Workshops

Open Educational Resources (OER) Workshop

ToT Workshop

Open Educational Resources (OER) Briefing

Abd Karim Alias@201144

“Plans are only good intentions unless they immediately degenerate into hard work”

Peter Drucker, the management guru, said…

developing an academic professional development program

Education

quality of teaching

modules level

focus of teaching

new skills

al modules

effective abd karim

scholarship scholarship

engagementabd karim