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New Faculty Orientation. Texas A & M University – Central Texas 2012. welcome. Welcome . Icebreaker Pre-Assessment—Answer the question, “What would I like to get out of a New Faculty program?” Community of Killeen and surrounding areas . TAMUCT Mission Statements.

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new faculty orientation

New Faculty Orientation

Texas A & M University – Central Texas


  • Icebreaker
  • Pre-Assessment—Answer the question, “What would I like to get out of a New Faculty program?”
  • Community of Killeen and surrounding areas
ms flores nevarez
Ms. Flores-Nevarez
  • Human Resources
dr peg gray vickrey
Dr. Peg Gray-Vickrey
  • Strategic Plan—Mission, Vision, Values
ms theresa newberry and mr brandon miller
Ms. Theresa Newberry and Mr. Brandon Miller
  • Overview of Student Characteristics at TAMUCT.
communication technology
Communication Technology
  • Introduction of Administrative Assistants
mr todd lutz
Mr. Todd Lutz
  • Computer Systems
dr pauline moseley
Dr. Pauline Moseley
  • Starting a new University
mr harold todd
Mr. Harold Todd
  • Safety and Security
mr brandon griggs
Mr. Brandon Griggs
  • Student Affairs overview
  • Possible student issues
ms ida mcdonald
Ms. Ida McDonald
  • What is available from the Counseling Center?
counseling services the counseling center the community counseling and family therapy center

Counseling Services The Counseling Center &The Community Counseling and Family Therapy Center

Ida MacDonald, MA

Licensed Professional Counselor

Director of Counseling Services

counseling services
Counseling Services:

Counseling Center


The Counseling Services mission hastwocomponents:

1. The Counseling Center provides counseling and education to students and employees as well as consultation and training to staff and faculty of in order to facilitate the retention, adjustment and development of members of the University community.

2. The Community Counseling and Family Therapy Center contributes to the education of graduate students through providing a site for counselor trainees to provide faculty supervised counseling to members of the local communities requesting individual, group, couples, and marriage and family counseling.

counseling services1
Counseling Services
  • Helps individuals in the TAMUCT campus community and the area community resolve personal concerns and acquire the skills, attitudes, abilities, and insight that will enable them to meet the challenges of life.
  • The transitions and stresses of life affect all to a greater or lesser degree and may require the help of a qualified professional. A licensed Professional Counselor as well as supervised graduate level counselors in training are available to provide a variety of services for a wide range of concerns in a trusting and confidential setting.
  • Individual sessions are offered to assist TAMUCT individuals within the campus with a variety of personal and academic concerns.
  • Counselors in training are available to assist individuals, couples, and families with a variety of personal as well as marriage and family concerns.
  • Individuals in need of long-term assistance with severe psychiatric conditions may be referred to professionals in the community.

Some common issues that individuals may deal with in counseling include stress management, depression, grief and loss, anxiety and panic, assertiveness skills, conflict management, test anxiety, and relaxation skills.

  • Confidentiality
  • With few exceptions as required by law, all visits to the counseling center are confidential. No information becomes part of a client’s academic record nor is shared with other’s outside of the center without the client’s written permission.
counseling resource self help library
Counseling Resource (Self-Help) Library
  • Located in the Counseling Services suite, North Building, 701 Whitlow Avenue
  • Includes self-help materials concerning:

- Topics in psychology

- Test preparation

- Study skills

contact information
Contact Information

Counseling Services is located at the North Building, 701 Whitlow Avenue

Director: 254-519-5434

mr mark harris
Mr. Mark Harris
  • What is available from the Library?
ms hannah harris
Ms. Hannah Harris
  • Registrar Overview of Scheduling and Rosters
registrar overview scheduling

Registrar Overview/Scheduling

Dawn KhouryRegistrar

Rebecca Lopez Assistant Director of Admissions and Records

Dawn Brewer Graduation Evaluator

Hannah Harris University Scheduler

Pearl Steele Assistant Scheduler and Degree Planner

registrar overview
Registrar Overview
  • Maintaining accurate academic records
  • Creating class schedule
  • Official Transcripts
  • Enrollment Verifications
  • Assisting students with registering for classes
  • Certifying Degrees
  • Graduation
  • Email sent for preliminary rosters on first school day
  • Preliminary rosters back the following Monday
  • Final rosters due 12 class day (census date)
  • Must be original roster, scans and faxes cannot be accepted
  • No marks on final roster
final grades
Final Grades
  • Email sent requesting grades
  • Grades are usually due the Monday after the last day of class.
  • End of Term Processing
    • Roll Grades
    • Run for Repeats
    • Run for GPA
    • Run for Academic Standing and Distinguished Students
class scheduling
Class Scheduling
  • Class schedule will be run through the department for each semester
  • Address classroom needs: computers, projector, number of seats, etc.
  • Email me for room change at any point throughout the year

dr yakut gazi
Dr. Yakut Gazi
  • Teaching Online
dr peg gray vickrey1
Dr. Peg Gray-Vickrey
  • Service, Teaching, Scholarship
dr russ porter
Dr. Russ Porter
  • Overview of Classroom Success—Better Teaching, Best Practices
texas a m university central texas

Texas A&M University Central Texas

New Faculty Orientation – August 20, 2012

“Better Teaching, Best Practices”

Russell Porter, Ph.D., Ed.D.

Associate Vice President of Graduate Studies & Research

Professor of Management – School of Business Administration

texas a m university central texas1
Texas A&M University - Central Texas

Overview of Best Practices (Benchmarks)


  • Goals and Objectives
  • Teaching Benchmarks: Lucas & Murry (2011)
  • Teaching Benchmarks: Svinicki & McKeachie (2011)
  • Your Benchmarks: Lessons from the Past?
  • Porter Benchmarks (2004): Cognitive & Affective Objectives
  • Short Exercise: Creating Highest Affective Objective
  • Better Teaching with Research (TAMUCT Research)
  • Better Teaching with Community Service
goals and objectives
Goals and Objectives
  • Goals: Vision for the Students = Where Going?
  • Objectives: Mission for the Students = Specific Outcomes
  • Examples for this class
  • Goal (Vision): Better Faculty Teaching
  • Objectives (Mission):
    • Cognitive 6.2 – [Judgment in terms of external evidence] “Judge other faculty teaching to improve individual teaching”
    • Affective 5.2 [Characterization] “Demonstrate personal values in instruction”
teaching benchmarks lucas murry
Teaching Benchmarks: Lucas & Murry
  • Pp. xii-xiii “….job success. The real imperative is one of adequate timely socialization.” – Learn from others
  • P. 11 “Teaching Culture” – Cognitive Objectives Stressed (Quality Matters), increasing Affective Objectives (as stressed here)
  • P. 36 “Team Teaching” – Helpful when first teaching graduate courses – e.g., MBA in Health Administration
  • P. 42 “Pedagogy” important, but really need to know “Andragogy” or Adult Centered at TAMUCT since most students are non-traditional
  • P. 45 “Good Teaching” in Lecture =
    • 1. Personal Enthusiasm (at least for the content),
    • 2. Clarity of Discourse and Presentation,
    • 3. Preparedness and Organization,
    • 4. Stimulating, and
    • 5. Knowledgeable (Love for the Content = Highest Value)
teaching benchmarks lucas murry1
Teaching Benchmarks: Lucas & Murry
  • P. 45-46 “Good Teaching” Before, During and After Class includes:
    • 1. Accessibility,
    • 2. Sense of Humor,
    • 3. Open mindedness,
    • 4. Rapport,
    • 5. Toleration and Patience,
    • 6. Compassion and Sensitivity,
    • 7. Careful Listener,
    • 8. Active Learning [Approach],
    • 9. High Academic Expectations,
    • 10. Frequent Feedback
    • 11. Respect for Learning Types (see below)
teaching benchmarks lucas murry2
Teaching Benchmarks: Lucas & Murry
  • P. 47 “Superior Teaching” from “…demanding mental effort”

[Set the bar high – and make it known]

  • Pp. 47-52 Know when to be flexible – Counter “Pet Peeves”

e.g., Material presented too quickly without…pace

  • P. 48 “Know your students” by name, background and their goals to help them – e.g., earliest students still stay in touch
  • P. 51 “Teaching Imperatives” e.g., #9
  • P. 66 Break up Lecture Learning Curve – use Affective, e.g., learn to say “Hi” – network student to student

[Say “Hi, My name is …. (Your name!) to all at your table”]

teaching benchmarks lucas murry3
Teaching Benchmarks: Lucas & Murry
  • Pp. 59-64 “Basic Lecture” (Everyone has their first lecture)
  • Pp. 64-66 “Modify Lecture” –
    • Non-Verbals important to get tone of class – move it faster, slower, eye contact, humor, bring current issue into content – what happened today relevant to this class?
    • Use video in class (and in online class) e.g., You tube or your own video with capture software (Camtasia) – with editing you are always better than in class (e.g., live music v. edited?)
  • Use Active Learning – p. 73 “Engagement”
    • P. 75 “Learn by Doing” with Field Trips, Debate with open forums, and Group activities
teaching benchmarks lucas murry4
Teaching Benchmarks: Lucas & Murry
  • Pp. 78-84 “Group Activities” e.g., Concept Mapping
  • P. 85 Teach to the different Learning Styles
    • P. 85 Gardner (1983) – Verbal, Logical, Visual, Musical** Kinesthetic, Interpersonal, Intrapersonal
    • P. 86 Myers-Briggs (e.g., Porter – ENTJ)
  • Pp. 92-93 Assessment – We all need CQI/TQM as well as our students (improve our students by improving our teaching)
  • Pp. 98-101 “Teaching Ethics” – Yes you can! Pp. 100-101 List of ethical teaching qualities
  • P. 265 Balance Life and Work – “Have Fun” **
a little journey in teaching
A Little “Journey” in Teaching

G:Journey Open Arms

Russ Playing “Journey’s Open Arms” on a 1987 5’8” Grand, Kimball-Bosendorfer

(With a little Improvising)

teaching benchmarks svinicki mckeachie
Teaching Benchmarks: Svinicki & McKeachie
  • Svinicki & McKeachie in-depth on teaching suggestions
  • Pp. xix-xx “Learner Centered” – Student Focused
  • P. 5 “Teaching skillfully may be less time consuming than teaching badly” [but it still takes time to hone teaching]
  • P. 11 Figure 2.1 “8 Concepts of Student Learning” [Book]
  • [Keep a timeline to balance concepts]
  • Pp. 43 onwards – Types of Instruction
    • E.g., P. 43 Socratic – [but with compassion]
    • E.g., P. 47 Participatory with Buzz Groups (small groups)
teaching benchmarks svinicki mckeachie1
Teaching Benchmarks: Svinicki & McKeachie
  • P. 110 “Feedback” with 9 points
    • Understandable
    • Selective
    • Specific
    • Timely (maybe most difficult!)
    • Contextualized
    • Nonjudgmental
    • Balanced
    • Forward Looking
    • Transferable
teaching benchmarks svinicki mckeachie2
Teaching Benchmarks: Svinicki & McKeachie
  • Pp. 130-131 “Grading” Normative (Curve) or

Criterion (Standard) – (Remember – You set the bar)

  • P. 166 – Know different cultural differences
  • Pp. 213-234 Teaching through Writing (20 pp. undergrad? – Capstone?) (20 pp. every course graduate)
  • Pp. 235-236 Teaching with Technology – Avoid overkill
  • Pp. 332-344 “Lifelong Learning” = Better Teaching
    • Conferences on Teaching and Scholarship (Boyer)
    • Additional Graduate Courses (Second Doctorate?)
    • Network, Share, Ask!
your benchmarks lessons from the past
Your Benchmarks: Lessons from the Past?



Porter Benchmarks (2004): Cognitive & Affective Objectives

  • Porter, Ph.D., 1994 & Porter, Ed.D. 2004 with creation of Cognitive and Affective Objectives for Health Ethics

[Framework for any discipline Objectives – See Handout]

  • Bloom et al., 1956 Cognitive Domain 6 levels 1.00-6.20
  • Bloom et al., 1956 Affective Domain 5 level 1.0-5.2

[Several revisions to Bloom, including Krathwohl and others. Bloom’s Affective Domain inadequately used]

short exercise creating highest affective objective
Short Exercise: Creating Highest Affective Objective
  • Create 3-5 member groups
  • Choose one class from group that will be taught fall 2012
  • Create an Affective 5.2 level objective for the chosen class
  • Present
    • 1. Class and Affective 5.2 Objective to all
    • 2. Indicate issues when creating the Affective 5.2 Objective

(Time: 3 minutes!)

better teaching with research tamuct research better teaching with community service
Better Teaching with Research (TAMUCT Research)Better Teaching with Community Service
  • TAMUCT Research – IRB Approved Research (Handout)
  • Community Service – Internal and External
    • Internal: e.g., Committee Work (Slowly but Surely)
    • Internal: e.g., Student Advising (Slowly but Surely)
    • External: e.g., Local Fundraising
    • External: e.g., Regional Academic Officer and Presentations
    • External: e.g., National Officer and Presentations
    • External: e.g., International Officer and Presentations
the school of arts sciences

The School of Arts & Sciences

Dr. Larry Garner, Director


Department of Humanities

    • Dr. Jerry Jones, Chair
  • Department of Applied Sciences
    • Dr. Floyd Berry, Chair

Bachelor of Arts

    • English
    • History
  • Bachelor of Science
    • Math
    • Sociology
    • Criminal Justice
    • Social Work
    • Liberal Studies

Bachelor of Science

    • Aviation Science
    • Computer Information Systems
    • Computer Science
    • Applied Arts and Science in Business Occupations
    • Applied Science

Master of Arts

    • History
    • Political Science
  • Master of Science
    • Mathematics
    • Criminal Justice
the school of business administration

The School of Business Administration

Dr. Larry Garner, Director


Department of Management & Marketing

    • Mr. Lucas Loafman, Chair
  • Department of Accounting, Finance & Economics
    • Dr. Stephan McNett, Chair
  • Department of Computer Information Systems
    • Dr. AnithaChennemaneni, Chair

Bachelor of Business Administration

    • Accounting
    • Finance
    • Economics
    • Management
    • Marketing
    • Human Resource Management
    • Interdisciplinary Business
    • Computer Information Systems

Bachelor of Science

    • Aviation Science
    • Computer Information Systems
    • Computer Science
    • Applied Arts and Science in Business Occupations
    • Applied Science

Master of Business Administration

  • Master of Science in Management and Leadership
  • Master of Science in Human Resource Management
  • Master of Science in Information Systems
post session feedback
Post Session Feedback
  • What went well, not so well?