Faculty Development Challenge: Working with Adjunct Faculty

Faculty Development Challenge: Working with Adjunct Faculty

Center for Mentoring and Learning, Empire State College

Director: Katherine Jelly

Faculty Associate: Betty Hurley

The very definition of adjunct faculty makes them a challenging group to engage in faculty development activities. They are not committed to the college full-time and therefore often have many professional responsibilities outside of the any one educational institution. Almost all of our adjuncts either work full-time in some other occupation than teaching or are adjunct faculty for a number of educational institutions.

So, the challenges include:

  • Identifying topics that would be of interest to this diverse group
  • Developing offerings that will motivate these faculty to participate
  • Offering faculty development activities at times that fit into diverse schedules

Each of these challenges is huge. At Empire State College, we are developing a resource page for adjunct mentors. It contains short videos for viewing. The videos are given by Katherine Jelly (on adult learning theory) and faculty from around the college, including adjunct faculty, sharing their experiences. Resources are also included. We are not sure how to make adjuncts aware of this resource- another challenge.

One possible consideration is to pay adjunct faculty a small stipend for participating in a faculty development activity. Another proposed strategy is to pair full-time faculty with adjunct faculty to connect with each other several times a year. The Center for Distance Learning holds an annual conference specifically for the adjuncts and supports lodging for those coming from out-of-town. There also is a virtual component.

Faculty Development Innovation: Institute for Mentoring, Teaching and Learning

Faculty Development Innovation: Institute for Mentoring, Teaching and Learning

Sponsored by: Center for Mentoring and Learning, Empire State College

Katherine Jelly, Director

Betty Hurley, Faculty Associate

Each year, the Center for Mentoring and Learning holds an Institute for Mentoring, Teaching and Learning (IMTL). The IMTL provides time and support to those who mentor for pursuing projects that further their development and enhance their mentoring and teaching practice, and for getting input from colleagues. In addition, college librarians, faculty instructional technologists and instructional designers support the participants during the summer residency and throughout the year.

For the 2014-2015 academic year, twenty-eight colleagues from across the college will focus on 15 projects in the areas of the first-year experience, academic skill development, educational planning, developing or redesigning a study, ADA compliance, building learning communities and education research.

The program is highly successful. Aspects that contribute to this success are:

  • Providing a 2-day residency in June to give participants time to focus on giving the project a solid beginning
  • Providing at the residency and throughout the year support from the college librarians as well as instructional designers
  • Scheduling monthly conference calls of all participants to report on progress and share challenges

More needs to be done in sharing the results with the whole college community.

Major New Ideas That Can Empower College Teaching

The following article written by Dee Fink was posted in the Tomorrow’s Professor Newsletter. It is an excellent summary of the most influential books on college teaching and learning since 1990. If you are thinking of starting a library, this is an excellent list to start your collection. If you think there are any important books he left out, mention the title in a comment. The list goes through 2013. Can you recommend any books that have come out since then?

Major New Ideas That Can Empower College Teaching

Below is a list of major ideas on college teaching that have been introduced by books on college-level teaching published since 1990.

The point of this list is to illustrate that the scholars of teaching and learning are continuing to generate powerful new ideas year after year, thereby creating the possibility of enhancing the capabilities of college teachers everywhere – IF faculty members can learn about these ideas and incorporate them into their teaching.

These ideas are shown in this document in two ways:

First, starting on this page, the ideas are shown in relation to four general themes and several sub-themes.

Second, on page 3 of this document, the same ideas are shown as annotated bibliographies in chronological order.

Also, at the end of the themes section, is a list of books and one website that contain collections of ideas on college-level teaching.

Four Themes and Sub-Theme

The four themes shown in this section are:

  1. General Perspectives on Teaching & Learning
  2. Basic Tasks of Teaching
  3. Dealing with Specific Teaching/Learning Situations
  4. Getting Better at Teaching

Under each sub-theme are internal links to the brief description of a book with an important idea related to that sub-theme.  The links are in blue. Put your cursor on the blue link, and press “Ctrl” and the “enter” key on your keyboard (or left-click on mouse) – and you will be taken to the annotated description and citation.  Note: Some items are listed more than once.






  • Teaching at Its Best, by Linda B. Nilson. 3rd edition. Jossey-Bass, 2010.
  • Tools for Teaching, 2nd ed. by Barbara Davis. Jossey-Bass, 2009.
  • McKeachie’s Teaching Tips, by Marilla Svinicki and Wilbert McKeachie. Wadsworth, (latest edition: 13th, 2010)

Chronological List of Books with Major Ideas on College Teaching

1991 – 1995

       1991 –

  • Students learn better if teachers have them do something with what they learn and reflect on the meaning of what they do
  • Source: Bonwell, C. and Eison, J. Active Learning. ASHE-ERIC Higher Education Reports, #1.

1991 –

  • Having students work in small groups can create powerful energy for learning.
  • Source: Johnson, D., Johnson, R., and Smith, K. Cooperative Learning. ASHE-ERIC Higher Education Reports, #4.

       1992 –

  • Different students learn in different ways. Knowing what those differences are can help us find ways to increase their success.
  • Source: Multiple sources but an especially useful one is: Fleming, N.D. & Mills, C. Helping Students Understand How They Learn in The Teaching Professor, Vol. 7 No. 4.

1993 –

  • There are many easy-to-use techniques that can help teachers assess learning, teaching, and student characteristics.
  • Source: Angelo, T. & Cross, P. Classroom Assessment Techniques, 2nd ed. Jossey-Bass.

1995 –

  • This classic article described a paradigm shift that is taking place in undergraduate education, where the focus changes from “teaching” to “learning.” This article has had a major influence on conversations about higher education, globally as well as in the US.
  • Source: R.B. Barr & J. Tagg, “From Teaching to Learning: A New Paradigm for Undergraduate Education,” Change Magazine, 27/6 (Nov/Dec 1995), pp. 13-25.

1995 –

  • If we systematically collect information about teaching in general and about ourselves, over time we can become more competent as a teacher.
  • Source: Brookfield, S.D. Becoming a Critically Reflective Teacher. Jossey-Bass.

1995 –

  • There are five basic sources of information all of which need to be used if we want to do a thorough job of evaluating our own teaching.
  • Source: Fink. L.D. “Evaluating Your Own Teaching,” in P. Seldin, Improving College Teaching. Anker.

1995 –

  • There is a second kind of intelligence that teachers need to have and that they could help their students learn.
  • Source: Goleman, D. Emotional Intelligence. Bantam Books.

1996 – 2000

1996 –

  • Knowing how to integrate good writing assignments, critical thinking exercises, and active learning will enable students to engage ideas more fully.
  • Source: Bean, J.C. Engaging Ideas. Jossey-Bass.

1997 –

  • Assembling a portfolio about oneself as a teacher can help us understand ourselves better and can communicate our teaching to others.
  • Source: Seldin, P. The Teaching Portfolio, 2nd ed. Anker.
    • Canadian professors have produced a number of excellent publications about the same idea, which they call the “teaching dossier.”
  • Students become effective learners only when they understand and engage in deep learning.
  • Source: Marton, F., Hounsell, D., and Entwistle, N. The Experience of Learning. 2nd ed. Scottish, Academic Press.
  • When assessing student work, teachers need to have clear criteria and standards, i.e., a clear and effective grading rubric.
  • Source: Walvoord, B. and Anderson, V. Effective Grading. Jossey-Bass.


  • By doing some “inner work”, teachers can understand what calls them to teach, what fears they have, and eventually how to engage students more fully.
  • Source: Palmer, P. The Courage to Teach. Jossey-Bass.
  • Assessment of student learning should do more than measure “whether they got it”; it should also enhance the learning itself, i.e., be educative.
  • Source: Wiggins, G. Educative Assessment: Designing Assessments to Inform and Improve Student Performance. Jossey-Bass.
  • Having students engage in community-based service projects which are then related to classroom learning drives multiple kinds of powerful learning.
  • Source: Zlotkowski, E. Successful Service Learning Programs. Anker.
  • Small group projects will work much better when they are carefully structured with specific kinds of learning in mind.
  • Source: Millis, B. and Cottell, P. Cooperative Learning for Higher Education Faculty. Oryx.
  • There are some principles that need to be observed when having our teaching reviewed by peers.
  • Source: Chism, N.V.N. Peer Review of Teaching. Anker.
  • Learning communities, whether of students or of faculty, can lead to powerful forms of dialogue and growth.
  • Source: Shapiro, N. & Levine, J. Creating Learning Communities. Jossey-Bass.

2001 – 2004

       2001 – 

  • This is a distinctive teaching strategy that teaches students how to solve complex problems, in groups, and how to learn on their own.
  • Source: Duch, B., Groh, S. & Allen, D. The Power of Problem-Based Learning. Stylus.

2002 –

  • An understanding of how learning occurs in the brain can inform can and should inform our actions as teachers.
  • Source: Zull, J. The Art of Changing the Brain. Stylus.

2002 –

  • By sharing our power and decision-making with students, we can involve them more fully in taking responsibility for their own learning.
  • Source: Weimer, M. Learner-Centered Teaching. Jossey-Bass.
  • This contains a valuable collection of techniques and strategies for dealing with large classes.
  • Source: C.M. Stanley & M.E. Porter, Engaging Large Classes. Jossey-Bass.

2003 –

  • This taxonomy, a possible successor to the Bloom taxonomy, identifies six kinds of significant learning can be used to formulate learning goals.
  • Source: “A Taxonomy of Significant Learning,” Chapter 2 in L.D. Fink, Creating Significant Learning Experiences. Jossey-Bass.

2003 –

  • Identifies the key decisions that must be made before a course begins, and that need to be aligned to maximize significant student learning..
  • Source: Fink, L.D. Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. Jossey-Bass.
    • Note: A very similar set of ideas about designing learning experiences has been developed by John Biggs, a Tasmanian professor. He uses the language of “constructive alignment”, essentially the same as what Fink refers to as “integrated course design.” (See citation in 2007 below.)

2004 –

  • Familiarizing ourselves with different theories of learning and motivation can enable us to shape more effective teaching.
  • Source: Svinicki, M.D. Learning and Motivation in the Postsecondary Classroom. Anker.

2004 –

  • This is a collection of numerous specific ways to get students to dialogue and work together, thereby improving their understanding of the material.
  • Source: Barkley, Elizabeth, et al. Collaborative Learning Techniques: A Handbook for College Faculty. Jossey-Bass.

       2004 –

  • An unusually versatile teaching strategy that enables teachers to take small-group learning to a greater level of effectiveness.
  • Source: Michaelsen, L., Knight, A., & Fink, L.D. Team-Based Learning: A Transformative Use of Small Groups. Stylus.

2004 –

  • A special procedure in which students reflect on and assess their own learning.
  • Zubizarretta, J. Learning Portfolios: Reflective Practices for Improving Student Learning. Anker. (2nd edition published: Jossey-Bass, 2009)

2004 –

  • Ideas and procedures for using student inquiry as a basis a variety of types of learning outcomes.
  • Lee, Virginia, ed. Teaching & Learning Through Inquiry. Stylus.

2004 –

  • Identifies 7 principles for giving formative feedback in a way that will enable students and teachers to improve learning. Includes examples.
  • Source: Juwah, C.; et al. Enhancing student learning through effective formative feedback. The Higher Education Academy, York, England.

2004 –

  • Based on a study analyzing the practices of some of the best teachers in the country.
  • Source: Bain, K. What the Best College Teachers Do. Harvard University Press.

2005 – 2006       

       2005 –

  • Provides a wide range of ideas and resources for dealing with the challenge of diversity – at the level of the individual classroom, the department, and the institution.
  • Source: Ouellett, Mathew, ed. Teaching Inclusively: Resources for Course, Department and Institutional Change in Higher Education. New Forums Press, Stillwater, OK.

2005 –

  • A new edition on this topic. This one includes thoughts on how to lead discussions in online courses.
  • Source: Brookfield, S. and Preskill, S. Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms, 2nd ed. Jossey-Bass.

2005 –

  • Examines the pros and cons of different ways of teaching, and helps new teachers think their way through these choices by adapting to their own personalities, goals, and values.
  • Source: Filene, P. The Joy of Teaching: A Practical Guide for New College Teachers. University of North Carolina Press.
  • Provides a way of designing courses to promote a wider range of ways of “understanding”. Like Fink’s model of Integrated Course Design, it starts with identifying important kinds of learning and then identifies appropriate kinds of learning activities and assessment activities.
  • Source: G. Wiggins, Understanding by Design. Prentice Hall, 2nd ed.

2006 –

  • Pulls together a wide and rich assortment of ideas that can greatly enrich the process of creating courses that promote high quality learning.
  • Source: Richlin, Laurie. Blueprint for Learning: Constructing College Courses to Facilitate, Assess and Document Learning. Stylus.

      2006 –

  • A new edition of this classic by a leading writer on teaching. This edition includes the author’s thoughts on dealing with diversity and online teaching.
  • Source: Brookfield, S. The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom, 2nd ed. Jossey-Bass.

2006 –

  • Offers information about the characteristics of beginning college students and strategies for teaching them effectively.
  • Source: Erickson, B. et al. Teaching First-Year College Students. Jossey-Bass

2007 – Present

  • Another form of design courses that indicates teachers should make sure the desired learning outcomes, learning activities, and assessment activities should be aligned. Also offers the SOLO taxonomy that identifies levels of understanding of particular kinds of learning. This book has been especially influential in the British Commonwealth countries.
  • Source: J. Biggs & C. Tang, Teaching for Quality Learning. Open University Press, 3rd ed.

2007 –

  • Another book on the challenges of teaching large classes, an increasingly familiar situation in colleges and universities.
  • Source: Heppner, F. Teaching the Large College Class. Jossey-Bass.

       2008 –

  • This book argues that everyone needs learn how to be more innovative and creative, and offers ideas on how to incorporate that into our teaching.
  • Source: McWilliam E. The Creative Workshop: How to Launch Young People into High-Flying Futures. University of New South Wales Press (Australia).

       2009 – “

  • This book builds on Weimer’s initial ideas (see 2002 above) by identifying numerous specific actions that can transform one’s teaching into being more learner-centered.
  • Source: Blumberg, P. Developing Learner-Centered Teaching: A Practical Guide for Faculty. Jossey-Bass.

2009 –

  • This is a collection of 10 essays by professors who have used Fink’s taxonomy of significant learning and model of integrated course design, to design their courses. In their essays, they describe how they applied these ideas to specific courses and what happened when they did – to student engagement and student learning.
  • Source: “Designing Courses for Significant Learning: Voices of Experience” in Jossey-Bass’ quarterly series New Directions for Teaching and Learning, Issue #119 (Fall 2009), co-edited by L. Dee Fink & Arletta K. Fink.

2010 –

  • This book, modeled after the structure of “Classroom Assessment Techniques,” offers a well-organized set of activities that will improve your ability to get students more engaged in their learning.
  • Source: Barkley, Elizabeth. Student Engagement Techniques: A Handbook for College Faculty. Jossey-Bass.

2010 –

  • This book lays out 7 research-based principles about how learning works, that have clear implications for what we should do as teachers.
  • Source: Susan Ambrose, et al. How Learning Works: 7 Research-Based Principles for Smart Teaching. Jossey-Bass.

2010 –

  • This is a major addition to the general literature on small groups. The chapter authors describe how they have used small groups effectively in settings as diverse as developmental math in a community college and graduate courses in history.
  • Source: Millis, Barbara (Ed.). Cooperative Learning in Higher Education: Across the Disciplines, Across the Academy. Stylus.

2012 –

  • This is a topic that all college-level teachers embrace, and Stephen Brookfield does his usual great job of taking a complex subject and making it understandable and actionable.
  • Source: Brookfield, Stephen. Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions. Jossey-Bass.


  • We have all been aware that technology is and needs to be a more important part of our teaching. This book, without overstating the case, makes an argument for and provides guidelines on how to do this.
  • Source: Bowen, José. “Teaching Naked”: How Moving Technology Out of Your College Classroom Will Improve Student Learning. Jossey-Bass.

2013 –

  • College teachers need to help students better understand and take responsibility for their own learning. This book provides major guidance on how to do that.
  • Source: Nilson, Linda B. Creating Self-Regulated Learners. Stylus.


  • This book, written for learners rather than teachers, explores our current understanding of how the brain works, as a basis for laying out guidelines for how students can maximize the quantity and quality of their own learning.
  • Source: Doyle, Terry and Zakrajsek, Todd. The New Science of Learning. Stylus.

-Updated:  October, 2013


Dee Fink, Ph.D.

  • National & international consultant in higher education
  • Former president, POD Network in Higher Educ.
  • Former director, Instructional Development Program, University of Oklahoma


Faculty Development Challenge: Constrained Faculty Schedules

Keith Landa (Director of the Teaching, Learning, and Technology Center, Purchase)

Because of its location in Westchester County, Purchase College is surrounded by very expensive housing, generally outside of the range for most faculty and staff. While this might seem an unusual faculty development challenge, the result is that commutes of up to an hour each way are common, and some faculty come from even further distances. Because of this situation, faculty are only obligated to be on campus three days a week. While many faculty go beyond this minimum expectation, the overall situation is that on any given day there are many faculty who are not on campus, and when faculty are on campus their schedules are generally filled with classes, advising, and other campus meetings.

Our current grid compounds these schedule issues. A typical class meets twice a week for 100 minutes, either M/Th or T/F. Class blocks start on the half hour throughout the day, at 8:30, 10:30, 12:30, 2:30 and 4:30, with evening classes to follow. Wednesday follows a similar schedule, and is generally filled with longer format classes (labs, studios) that span 2 or 3 blocks. The only exception is the Wed at 12:30 time slot, which is reserved for campus meetings (Faculty at Large, School/Conservatory meetings, Board of Study meetings, etc.). In any given semester, a faculty member may be on a M/W/Th schedule or a T/W/F schedule.

Given the constrained faculty schedules, it has been very difficult to attract significant numbers of faculty to attend workshop programming during the semester. We have heard anecdotal feedback from faculty that they are interested in the professional development topics we offer, but they are either not on campus that day, or if the programming is scheduled on a day they are on campus, their schedule is already full with classes and other meetings. We do run some typical hour or 75 minute workshops during the semester, in collaboration with the Library, but these are more successful at attracting staff than faculty. As a result, these workshops tend to be geared toward use of various applications that would be of interest to both staff and faculty, and rarely involve exploration of pedagogy topics.

We’ve responded to this in a couple of ways. For the past several years we have been hosting what we call Teaching and Learning Days, to kick off the Fall and Spring semesters. The January Teaching and Learning Day is generally scheduled the day before Spring semester classes start, and is a full day of workshop sessions led by TLTC staff, librarians, or faculty panels. This format has been fairly successful at attracting faculty, who are ready to get back to classes and to reconnect with colleagues after the holidays. The August Teaching and Learning Day(s) is a bit more complicated, in that we have to fit around other fall semester kickoff meetings. Our most successful format has been to split the Teaching and Learning Day into two afternoons, following morning academic meetings that the faculty are required to attend, but this format is not always an option. Also, although it is nice to kick off each semester with a Teaching and Learning Day and we bill them that way, the timing is not ideal, since there is little time for faculty to implement anything they learn at the workshops. Other ways we’ve tried to deal with faculty schedule constraints is to arrange faculty communities of practice cohorts (which haven’t been very successful so far) and to do a lot of one-on-one consultations with faculty in person or over email.

Faculty Development Innovation: Atomic Learning

Keith Landa (Director of the Teaching, Learning, and Technology Center, SUNY Purchase)

Atomic Learning (http://www.atomiclearning.com) is a web-based service that provides on-demand tutorials, workshops, and assessments covering hundreds of applications (including office productivity, media creation tools, learning management systems, etc.), as well as non-technical topics such as citation styles, plagiarism, time management, listening skills, etc. Tutorials tend to be short (one to a few minutes), focused on very specific aspects of the topic being presented, so that learners can select at a very granular level the training that they are interested in and then get on with their day.

We are piloting Atomic Learning this year, so we can’t yet say how effective the service will be on our campus. There are a number of ways that we are looking to use it though.

Our center covers technology as well as teaching and learning, so we field questions from faculty on how to use the tools that we have implemented on campus, especially those related to instruction. We are part of the library, so we are also concerned with the questions that come in to the reference service from faculty, students, and staff on how to use a wide variety of applications, many of which the librarians are not specifically trained on. So we see these on-demand tutorials as a resource that we can direct faculty, students, and staff to, in response to their questions.

One application of Atomic Learning that is more directly related to faculty development is the ability of faculty to use it to off-load technology training of their students to non-class times. Faculty often require their students to use data, presentation, or creative suite applications as part of their classes, but struggle with how to ensure that students have the technical expertise to use the applications. In some cases faculty themselves are not expert at using the applications, and would be uncomfortable teaching the application to their students. Even if that is not an issue, using class time for the faculty member to teach basic application use instead of addressing the actual subject of the class may not be the best use of class time, especially for those students who are already proficient with the application. Atomic Learning supports LTI integration, so we have used the External Tool function in Moodle to set up Atomic Learning as an activity that faculty can add to their Moodle courses. In this way, faculty can assign a set of Atomic Learning tutorials to their class from within Moodle, which students can then do in a just-in-time format as needed.

Our Atomic Learning license also includes the ability for us to load our own custom content into the system, and have our training materials show up in searches along with the training materials developed by Atomic Learning. We are just beginning to think about how we could use this platform to provide our just-in-time training, and what role that would play in the larger faculty development plan. We’ve also reached out to administrative departments on campus (e.g., HR), to promote their use of the platform for broader faculty and staff professional development training.

Faculty Development Challenge: Making Time for Professional Development

Jayne Peaslee, Director of the Center for Teaching Innovation and Excellence, Corning CC

Most of our full-time faculty have teaching overloads and all have committee work, department meetings, division meetings, and student-related projects and committees. Therefore, they have very little free time for professional development activities throughout a given semester. The Center for Teaching Innovation and Excellence does offer a variety of activities throughout the semester such as, but not limited to, victuals and videos, book review, accessibility with online course material workshops, assessment of course and program workshops, spotlight on a professor’s innovative teaching technique, and advising.
Three years ago I began offering a one-day Teaching Innovation and Excellence Retreat in January without a keynote speaker. We “turn off the spotlights and turn on the house lights” as we reveal teaching techniques for online and face-to-face classrooms where we are all participants in the education experience. We are all part of the teaching and learning experience that contributes to student success and retention; so, we turn on the “house lights” to see how we can build an academic institution that rests on the integrity of our commitment to student success.

Sample Agenda:
9:00am Welcome & Coffee/Tea/Hot Cocoa – Bring a wrapped snack for the Snack Shack
9:30am Breakout session ONE (50 min.)
10:30 Breakout session TWO (50 min.)
11:30 Breakout session THREE (50 min.)
12:30 Lunch
1:30 Pursuing Teaching Excellence Round-table Discussion
2:30 Gathering Ideas For Teaching Success (G.I.F.T.S.)

Possible topics … not limited to … brainstorming ideas… faculty build the retreat agenda with their choice of topics
• Strengths in the Classroom
• Teaching Innovation
• Technology in the Classroom
• Accessibility with online courses
• Online Course Showcase
• My Best Lecture
• Any Conference presentation you have given
• Advising and Counseling tips
• Full Professors – topic / panel / presentation
• Learning Communities
• Other…

Faculty love this format and actually notify me throughout the academic year with topics they want to include in the succeeding January retreat! Faculty are energized for the spring semester and the event is offered at a time when classes are not in session and there are no scheduled meetings.

Faculty Development Innovation: New Faculty Orientation & Gathering Ideas for Teaching Success

Jayne Peaslee, Director of the Center for Teaching Innovation and Excellence, Corning CC

I. Nine-month orientation program for newly hired full-time and part-time faculty
Upon completion of this online course, instructors will:
• engage students in the learning process and establish a positive
classroom environment that can greatly increase student success.
• consider what students should be able to do in the workplace and
connect these expectations to course goals.
• use strategies such as hands-on activities or participating in group work to increase student understanding and confidence.
• create learning opportunities that integrate industry and community resources and better prepare students for jobs in the workplace.
• choose and implement appropriate technologies for enhancing their
students’ learning.
• create assessments that focus on intended outcomes and their own teaching.
Faculty will participate in 6 modules of instruction and activities to learn how to create and deliver a hybrid or online course using the blackboard learning management system.
• Module 1: online pedagogy
• Module 2: basics of blackboard
• Module 3: creating course content
• Module 4: interaction and collaboration
• Module 5: assignments and assessments
• Module 6: evaluation and grading
This orientation is arranged through advising and counseling services.
New faculty and their mentors are invited to attend. Faculty present their completed course assessment worksheet.

II. Gathering Ideas for Teaching Success (G.I.F.T.S) roundtable game
Rules of the game: Have several tables set up with 6 or 8 chairs per table. At each table is a faculty presenter who will demonstrate a teaching tip or facilitate a discussion about teaching pedagogy. Have a time-keeper with a bell. Participants enter the “game room” and pick a table to begin their journey. A master sheet can be distributed that has table numbers and topics so people have a directory map of the table topics. Table tents on each table designate the number and/or topic. The time-keeper rings a bell and discussions begin at each table. After 8 to 10 minutes (depends on the number of tables and the allotted time) the time-keeper rings the bell to stop. While people are moving to the next table of choice the time-keeper can award door prizes. The roundtable game continues every 8 to 10 minutes until either the topic tables have all been visited or the allotted time is reached. Participants leave with innovative teaching tips & some door prize(s).

Faculty Development Challenge: Increasing access to faculty development programs

Paula M. Trief, PhD
Senior Associate Dean for Faculty Affairs and Faculty Development
SUNY Upstate Medical University, Syracuse NY

We have >650 full-time faculty and >1000 voluntary faculty. They are located across a wide geographic area, and they have a very diverse roles. Most are physicians and other healthcare providers whose primary role is to provide medical care to patients. They are actively engaged as educators in their role as supervisors and mentors to medical students, residents, fellows, etc. Many are basic science researchers, whose teaching may include didactics, as well as supervision and mentoring of research. We also have a large number of voluntary faculty who supervise our students at their clinical sites, who are only loosely connected to the institution, yet have a significant teaching role.

We have created ways to reach people that have helped. For ex., presenters at our monthly educator development seminar will pare down their talks and video it for EDTAlks@Upstate, which we send out via email. We recently began to offer live streaming of these talks for those who are interested and have the time, but can’t add travel time to get to our academic building. As part of our diversity training program we go to faculty meetings to facilitate a discussion about unconscious bias. But reaching more of our faculty is an ongoing struggle. For ex., 28 faculty members signed up for our recent offering of the BEST program (a 4 session tutorial on teaching skills), but only 12-15 actually show up due to conflicting demands.

Faculty Development Innovation: The B.E.S.T. Program (Build Excellent Skills for Teaching)

Paula M. Trief, PhD
Senior Associate Dean for Faculty Affairs and Faculty Development
SUNY Upstate Medical University, Syracuse NY

The BEST Program was developed in collaboration with our Academy of Upstate Educators.
www.upstate.edu/facdev/academy Members of the Academy are individuals who have been recognized as excellent educators, who have shown leadership and innovation in their educational programs. There are currently 12 members, from all 4 colleges (College of Medicine, College of Health Professions, College of Nursing, and College of Graduate Studies).

We developed the BEST Program to provide a tutorial in basic teaching skills to our faculty, who rarely receive any teacher training. It includes 4 modules:
1. How to create a positive learning environment
2. How to provide effective feedback
3. How to deliver an effective, engaging presentation
4. How to actively engage your learners
It is structured as a flipped classroom, i.e., participants view a brief video with the relevant content prior to the class, and the class time is used for active learning experiences (e.g., discussion, role-plays, sharing).

We piloted the class in the spring, with feedback provided by participants for each session, then for the series overall. Session facilitators tweaked their presentations based on this feedback, and we are currently offering it again. Our plan was to require all new faculty members to participate, but this decision has not yet been made by the Dean.