sunyorange.edu€¦  · Web viewFaculty Guide . 2008 – 2009. Table of Contents. Vice President for Academic Affairs Welcome Page 3. Academic Affairs Overview Page 4. SUNY Orange

SUNY Orange

Faculty Guide 2008 – 2009

SUNY Orange Faculty Guide

Table of Contents

Vice President for Academic Affairs Welcome........................................Page 3

Academic Affairs Overview........................................................................Page 4

SUNY Orange Mission, Vision & Values...................................................Page 6

The Learning-Centered Paradigm.............................................................Page 7

The 7 Principles of Good Practice.............................................................Page 8

93 Ideas for the Classroom........................................................................Page 10

Helpful Websites ........................................................................................Page 16

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SUNY Orange Faculty Guide

Welcome from the Vice President for Academic Affairs

Welcome

I am delighted that you have chosen SUNY Orange as the educational institution where you want to share your expertise and knowledge with students. The learning community that has been established since the College’s inception in 1950 is firmly grounded in a student-centered and caring environment with high expectations and rigorous standards.

The Greater Expectations – A New Vision for Learning as a Nation Goes to College (2002), a report of the national panel of the Association of American College states, “as educators we need to help college students become intentional learners who can adapt to new environments, integrate knowledge from different sources, and continue learning throughout their lives.”

We are committed to building pathways for learning that results in both an educated citizenry and preparation for good jobs and satisfying careers. This is a shared responsibility at SUNY Orange and together we will make a difference in our students’ lives and the community. Thank you for your contribution and welcome aboard!

Richard HeppnerInterim Vice President for Academic Affairs

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VPAA’s Office

Richard Heppner, Interim Vice President for Academic AffairsCarol A. Murray, Assistant to VPAA

Mary Sullivan, Account Clerk

SUNY Orange Faculty Guide

Academic Affairs Overview

SUNY Orange is located in Orange County, one of the fastest growing counties in New York. The main campus of the College is located in Middletown with a rapidly expanding extension in Newburgh. Academic Affairs houses three academic divisions that include Business/Math/Science/Technology, Health Professions and Liberal Arts. The divisions are led by three Associate Vice Presidents and 19 Department Chairs. Associate degrees and certificate credit programs are provided through the three academic divisions. Non-credit offerings are provided by the Continuing Professional Education Center. Additional support services to Academic Affairs include the Center for Teaching and Learning, Honors Program, Instructional Technology, Learning Assistance Services and the Library. Over 200 faculty and professional staff are committed to the learning centered philosophy. The graphic below provides a visual overview of Academic Affairs at SUNY Orange.

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Health Professions

Michael Gawronski Assoc. Vice President

(7 Departments)

Center for Teaching & Learning

Heidi WeberCoordinator

Honors Program

Elaine TordaCoordinator

Learning Assistance Services

Eileen BurkeCoordinator

Instructional Technology

Maureen LarsenCoordinator

Library

Susan Parry Director

Liberal Arts

Rich Heppner/Mary WarrenerAssoc. Vice President (6 Departments)

Business Math Science & Technology

Stacey MoegenburgAssoc. Vice President (6 Departments)

AcademicAffairs

Richard HeppnerInterim Vice President

SUNY Orange Faculty Guide

Business, Math, Science and Technology Stacey Moegenburg, Interim Associate Vice President

Applied Technologies Business Fern Steane, Chair Sue Krissler, Chair

Biology Math Dr. Frank Traeger, Chair Judith Schwartz, Chair

Science, Engineering & ArchitectureJohn Wolbeck, Interim Chair

Health ProfessionsMichael Gawronski, Associate Vice President

Dental Hygiene Diagnostic ImagingRoberta Smith, Chair Ron Kopec, Chair

Med Lab Technology Movement ScienceRosamaria Contarino, Chair Sheila Stepp, Chair

Nursing Occupational Therapy AssistantPat Slesinski, Chair Flo Hannes, Chair

Physical Therapy Assistant/Massage Therapy Dr. Maria Masker, Chair

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Liberal ArtsRichard Heppner/Mary Warrener

Associate Vice Presidents

Arts & Communication Criminal JusticeMark Strunsky, Chair Dennis O’Loughlin, Chair

Education English/Foreign LanguageNancy Carlson, Chair Alex Jakubowski, Interim Chair

Social Science Global Studies Patti Guallini, Chair Paul Basinski, Chair

Revised 8/08

Mission, Vision & Values

The academic mission of Orange County Community College, in the spirit of the College’s vision, mission and values, is to contribute to the current and future vitality of the community we serve by providing quality higher education opportunities to meet the needs of our diverse student population. This mission includes academic services and programs to enhance and promote student success, as well as opportunities for lifelong learning and personal enrichment for the community at large. The College recently completed a 2005-2010 Strategic Plan that is focused on five priorities: Develop and Implement an Academic Master Plan; Increase the Effectiveness of Planning and Resource Allocation; Provide Adequate Resources; Review and Realign the Missions, Operations and Staffing Levels; Provide a Clear, Consistent and Compelling Presentation. The Academic Master Plan serves as the foundation that supports the Mission, Vision and Values of the College Community.

Mission

SUNY Orange Faculty Guide

We are a community of learners dedicated to reaching out to all citizens of Orange County to enrich their lives through the highest-quality education possible. Intellectual rigor, personal commitment and enhanced citizenship distinguish a SUNY Orange education which will enhance students' economic opportunities, deepen their appreciation of culture and of their place in history while broadening their sense of responsibility in a democratic society.

VisionWe will be the best college in the SUNY System, the college of choice for all Orange County citizens. We welcome all as individuals, ensure academic and intellectual challenge, and mentor all in a caring, supportive environment. Students will remember the College as one of their most richly rewarding experiences, the compass that guides their continued development. We consistently renew our promise to be a most rigorous and caring academic institution, to provide visionary leadership, and to create a symphony of opportunity for personal and professional growth. We aspire to be the most efficient in shepherding public resources and to be a strategic force in enhancing the quality of life in Orange County and beyond.

ValuesAs community college educators our professional lives are informed by shared values of mutual respect, integrity in the rigorous and honest pursuit of academic inquiry, and a commitment to the highest standards of excellence in all we do. We further value a spirited dedication to service, a celebration of culturally rich campus environs, and the gathering to our community of the most varied mixture of maturity, ethnicity, and patterns of thought, language and spirituality. Our sense of ethical and democratic responsibility bonds us to one another. All those who come here will experience at SUNY Orange a sense of belonging to a special community of learners and will speak with pride of our openness and inspiration in the creation of the strongest sense of local and global community.

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The Learning Centered Paradigm

The current view in higher education is that we should focus on student learning rather than teaching in order to improve students’ college experiences. We can incorporate new knowledge and research about learning and create institutional systems that better support learning. The Learning Paradigm envisions the institution itself as a learner - over time producing more learning with each graduating class and each entering student. The table below is a comparison of the traditional teaching paradigm and the emerging learner-centered paradigm.

Teacher-Centered Paradigm Learner-Centered ParadigmKnowledge is transmitted from professor to students.

Students construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry, communication, critical thinking, problem solving, and so on.

Students passively receive information. Students are actively involved.

Emphasis is on acquisition of knowledge outside the context in which it will be used.

Emphasis is on using and communicating knowledge effectively to address enduring and emerging issues and problems in real-life contexts.

Professor’s role is to be primary information giver and primary evaluator.

Professor’s role is to coach and facilitate. Professor and students evaluate learning together.

Teaching and assessing are separate. Teaching and assessing are intertwined.

Assessment is used to monitor learning. Assessment is used to promote and diagnose learning.

Emphasis is on the right answers. Emphasis is on generating better questions and learning from errors.

Desired learning is assessed indirectly through the use of objectively scored tests.

Desired learning is assessed directly through papers, projects, performances, portfolios, and the like.

Focus is on a single discipline. Approach is compatible with interdisciplinary investigation.

Culture is competitive and individualistic. Culture is cooperative, collaborative, and supportive.

Only students are viewed as learners. Professor and students learn together.

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Source: Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning (Mary E. Huba and Jann E. Freed, 2000)

The 7 Principles for Good Practice in

Undergraduate Education

The learning process involves change in the learner, and very little change occurs in individuals or groups unless there is a commitment to change. To commit to learn, individuals need to shed old attitudes and behaviors; negotiate expectations and goals; and assume new attitudes, thoughts and behaviors. A key factor in this transformation process is the “champion of change” – the instructor, the learning facilitator. With the facilitator’s help, the learner challenges existing paradigms and explores new mental models (Brookfield, 1988; Merriam & Caffarella, 1991). The Seven Principles for Good Practice in Undergraduate Education distills findings from decades of research on the undergraduate learning experience into seven basic principles as defined by Chickering & Gamson in 1987 that are still fundamental today. These seven principles, which are based on a view of education as active, cooperative, and demanding, assert that good practice in undergraduate education:

Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through the rough times and keep on working. Knowing a few faculty members well enhances students’ intellectual commitment and encourages them to think about their own values and future plans.

Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one’s own ideas and responding to others’ reactions improves thinking and deepens understanding.

Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must

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talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves.

Knowing what you know and don’t know focuses learning. Students need appropriate feedback on performance to benefit from courses. In getting started students need help assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.

Time plus energy equals learning. Efficient time-management skills are critical for students and professors alike. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis for high performance for all.

Expect more and you will get it. High expectations are important for everyone – for the poorly prepared, for those unwilling to exert themselves, and for the bright and motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations of themselves and make extra efforts.

There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learning in ways that do not come easily.

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Source: The Seven Principles in Action Improving Undergraduate Education Susan Rickey Hatfield, Editor

Ideas for Your First Three Weeks of Class

1. Hit the ground running on the first day of class with substantial content.

2. Take attendance: roll call, clipboard, sign-in, seating chart.

3. Introduce yourself by PowerPoint, videotape or CD, short presentation or self-bio.

4. Hand out an informative, attractive, professional and learner-centered syllabus.

5. Give an assignment on the first day to be collected at the next class meeting.

6. Start laboratory or clinical experiences the first meeting time.

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7. Call attention (written or oral) to good learning habits: completing assignments on time, previewing scheduled topics, regularly reviewing material covered and fully using lab and clinical time.

8. Give a learning style inventory to help students find out about themselves.

9. Refer students who need help with basic skills to the Writing Lab.

10. Tell students how much time they will need to study for a course.

11. Hand out supplemental study aids: library use, study tips, supplemental readings and practice exercises.

12. Explain how to prepare for the kind of assessments (essay, multiple choice tests, group work presentations) you assign.

13. Put in writing a limited number of ground rules regarding absence, late work, testing procedures, grading, cell phones, and general decorum: make certain to adhere to the policies and ground rules established.

14. Announce office hours or e-mail chats frequently and hold them without fail.

15. Show students how to handle learning in large classes and impersonal situations.

16. Give sample test questions; provide answers and review time discussion.

17. Explain the difference between legitimate collaboration and academic dishonesty: be clear when collaboration is wanted and when it is forbidden.

18. Find out about student’s jobs; if they are working, how many hours a week, and what kinds of jobs they hold.

19. Greet students at the door when they enter the classroom.

20. Start the class on time.

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21. Make a grand stage entrance to hush a large class and gain attention.

22. Give a pretest on the day’s topic occasionally or give a one-minute paper assignment at the end of class to assess students’ understanding of the material covered.

23. Start the class with a puzzle, question, paradox, picture, cartoon on a PowerPoint or transparency to focus on the day’s topic.

24. Elicit student questions and concerns at the beginning of the class and list these on the whiteboard to be answered during the hour.

25. Have students write down what they think the important issues or key points of the day’s lesson will be.

26. Ask the person who is reading the student newspaper or reading text messages on a cell phone what is in the news today.

27. Use props, diagrams, maps and real-life examples to focus students on the subject at hand.

28. Have students write out their expectations for the course and their own goals for learning.

29. Use a variety in methods of presentation at every class meeting.

30. State a figurative “coffee or soda break” about 20 minutes into the hour; tell an anecdote, invite students to put down pens and pencils, refer to a current event, and shift media.

31. Incorporate community resources: plays, concerts, the state fair, governmental agencies, businesses, and the outdoors.

32. Show a film in a novel way: stop it for discussion show a few frames only, anticipate the ending, hand out a viewing or critique sheet, play and replay parts.

33. Share your philosophy of teaching with your students.

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34. Form a student panel to present alternative views of the same concept.

35. Tell about your current professional interests and how you got there from your own beginnings in the discipline.

36. Conduct a role play to make a point or to lay out the issues.

37. Let the students assume the role of a professional in the discipline: CEO, CFO, nurse, community health professional, fire captain, etc.

38. Conduct idea-generating or brain-storming sessions to expand horizons.

39. Give students two passages of material containing alternative views to compare and contrast.

40. Distribute a list of the unsolved problems, dilemmas, or great questions in your discipline and invite students to claim one as their own to investigate.

41. Ask students what books they read during the last six months.

42. Let your students see the enthusiasm you have for your subject and your love of learning.

43. Take students with you to hear guest speakers or special programs on campus.

44. Collect student’s current telephone numbers and e-mail addresses and let them know that you may need to reach them.

45. Ask about a student’s health on his/her return to class.

46. Assess the students’ prerequisite learning by questionnaire or pretest and give them the feedback as soon as possible.

47. Hand out rubrics, study questions/study guides.

48. Be redundant. Students should see, read, or hear key material at least 3 times.

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49. Change activities often. Experts tell us that the attention span of even the best of us is only eleven minutes.

50. Allow students to demonstrate progress in learning: summary quiz over the day’s work, a written reaction to the day’s material.

51. Use non-graded feedback to let students know how they are doing: post answers to un-graded quizzes and problem sets, do exercises in class, and provide oral feedback.

52. Reward behavior you want: praise, personal note, checks in the grade-book.

53. Use a light touch: smile, tell a good joke, break test anxiety with a sympathetic comment.

54. Organize. Give visible structure by posting the day’s “menu” on the whiteboard, overhead or power-point.

55. Use multiple media: overhead, film, CD’s, videos, audiotapes, models, sample material.

56. Hand out wallet-size telephone cards with all important telephone numbers, web addresses listed: office, department, resource centers, computer labs, and library.

57. Print all important course dates on a card that can be handed out and taped to a mirror.

58. Engage students before or after class and join their conversation about course topics.

59. Maintain an open grade book on the web, with grades kept current so that students can check their progress.

60. Check to see if any students are having problems with any academic or campus matters and direct those who are to appropriate offices or resources.

61. Tell students what they need to do to receive an “A” in the course.

62. Stop the work to find out what your students are thinking, feeling and doing in their everyday lives.

63. Take time to help students learn how to mark text in their book with a highlighter. Encourage them to highlight

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important material. Let them know they are marking too much if they are marking more than one-third.

64. Encourage students to utilize the computer center or open labs to learn how to use the software provided for your subject area or to teach them how to do simple word-processing.

65. Get out of your chair, physically change your position in the room, move out from behind your podium or rearrange the furniture to enhance dialogue.

66. Have students write something regularly: journal entries, course commentaries, content reports.

67. Invite students to critique each other’s essays or short answers on tests for readability or content.

68. Invite students to ask questions frequently.

69. Probe student responses to questions and their comments.

70. Put students into pairs to quiz each other over material for the day.

71. Have students apply subject matter to solve real problems.

72. Give students red, yellow and green cards (made of poster board) and periodically call for a vote on an issue by asking for a simultaneous show of cards.

73. Roam the aisles of your classroom and carry on running conversations with students as they work on course problems.

74. Gather student feedback after the first three weeks to improve your teaching and their learning.

75. Ask a question directed to one student and wait for an answer.

76. Place a suggestion box in the rear of the room and encourage students to make written comments every time the class meets.

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77. Do oral, show-of-hands, multiple choice tests for summary, review and instant feedback.

78. Use task groups to accomplish specific objectives.

79. Grade quizzes and exercises in class as a learning tool.

80. Give students plenty of opportunity for practice before a major test. Give a practice final exam half-way through the course.

81. Give a test early in the term and return it graded at the next class meeting.

82. Have students write questions on index cards to be collected and answered the next class period.

83. Make collaborative assignments for several students to work on together.

84. Assign written paraphrases and summaries of difficult reading.

85. Appoint a student volunteer weekly to ask “dumb questions” for other class members.

86. Give students a take-home problem relating to the day’s lecture.

87. Encourage students to bring current news items to class which relate to the subject matter and post these on a bulletin board nearby.

88. Practice allowing sufficient “wait time” when posing questions.

89. Use special techniques to help you learn names.

90. Set up a buddy system or helping trios so students can contact each other about assignments and course work.

91. Find out about your students via questions on an index card.

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92. Assign a team project early in the term and provide time to assemble the team.

93. Solicit suggestions from students for outside resources and guest speakers on course topics.

Source: Adapted from “Teaching Effectiveness Network” – Sinclair Community College, from material prepared by Joyce Poulacs, University of Nebraska-Lincoln Teaching and Learning Center.

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Helpful Websites on Teaching and Learning

Academic Integrity www.academicintegrity.orgAcademic Leader Newsletter

http://www.magnapubs.com/subscribe/magnapubs_al.html

Accountability http://www.sheeo.org/account/comm-home.htmAccreditation www.chea.orgAchieving an Adjunct Friendly Culture

http://www.sciedconsultants.com/modelforadjunctprogram.htm

Active Learning http://www.active-learning-site.comAdjunct Faculty Issues www.adjunctsolutions.com

Adventure Educationwww.pa.orgAssessment of Outcomes http://www2.acs.ncsu.edu/UPA/assmt/resource.htm

Blended Learning http://www.e-learningcentre.co.uk/eclipse/Resources/blended.htm

Bloom's Taxonomyhttp://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html

Case Method http://www.soc.ucsb.edu/projects/casemethod/intro.html

Change Magazine www.aahe.org/change/Chronicle of Higher Education www.chronicle.com

Civility in Class http://www.csupomona.edu/~faculty_computing/core/civility.html

Classroom Assessment Techniques

www.siue.edu/~deder/assess/catmain.html

Classroom Management http://www.4faculty.org/includes/108r2.jsp

Collaborative Learning www.wcer.wisc.edu/nise/cl1/CL/doingcl/DCL1.asp

Constructivist Teaching http://www.2learn.ca/Profgrowth/constructhow.html

Cooperative Learninghttp://www.iasce.netCopyright Issues http://www.library.yale.edu/~okerson/copyproj.htmlCorporate Universities www.corpu.com

Creativity in Teaching http://www.uwsp.edu/education/lwilson/creativ/Critical Thinking www.criticalthinking.orgCurriculum Renewal http://www.mtroyal.ab.ca/cr/Department Chair Resources www.acenet.edu/resources/chairs

Digital (Web) Portfolios http://www.albion.edu/digitalportfolio/

Discipline Specific Links

http://wiscinfo.doit.wisc.edu/teaching-academy/Resources/webresources.html

Discussion http://www.iub.edu/~teaching/faqdisc.shtml

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FacilitationDiversity in Higher Education www.diversityweb.org

Emotional Intelligence www.eiconsortium.org

ESL Students http://www.eslcafe.comFaculty Developmenthttp://www.facultydevelopment.caEthics in Higher Education www.uvsc.edu/ethics/curriculum/education

Federal Ed. Rights & Privacy Act (FERPA) www.edlaw.net/service/ferpareg.html

First Generation Students http://www.nacada.ksu.edu/InterestGroups/C31/

Games & Simulations http://www.simulations.co.uk/sagset/Grade Inflation http://people.uleth.ca/~runte/inflation/index.htmlHow People Learn http://www.nap.edu/html/howpeople1/index.html

Humor in Teaching http://www.lovedungeon.net/humor/college/collegehomemenu.html

Icebreakers http://adulted.about.com/cs/icebreakers/Information Literacy http://bulldogs.tlu.edu/mdibble/doril/Instructional Designhttp://www.outreach.psu.edu/users/atb/cdev.htmInternational Higher Education www.higher-ed.org/international/

International Professor Resources www.ibiblio.org/ucis/links.html

International Student Resources www.internationalstudent.com

Internet Plagiarism http://tlt.its.psu.edu/suggestions/cyberplag/Internet Usage www.learnthenet.comJunior Faculty http://www.jfdp.orgLarge Classes www.cte.umd.edu/library/lcn/Learning Communities http://learningcommons.evergreen.edu

Learning Objects http://www.reusability.org/read/Learning Organizations http://www.infed.org/thinkers/senge.htm

Learning Students' Names

http://www.unl.edu/gradstudies/gsapd/instructional/names.shtml

Learning Styles Models:  

  Dunn and Dunn www.learningstyles.net

  Felder www.ncsu.edu/effective_teaching/Learning_Styles.html

  Gregorc www.gregorc.com  Kolb www.infed.org/biblio/b-explrn.htm#learning%20styleLecturing Skills www.indiana.edu/~teaching/lectskills.htmlLearning through Technology http://www.wcer.wisc.edu/archive/cl1/ilt/default.asp

Legal Issues www.aaup.org/Legal/Linking Teaching & Research http://www.brookes.ac.uk/genericlink/

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Living-Learning Programs http://www.livelearnstudy.net

Mentoring of Faculty http://www.trainingreference.co.uk/skills/coaching/coaching.htm

MIT Open Courseware http://ocw.mit.edu/index.html

Motivating Studentshttp://teaching.berkeley.edu/compendium/sectionlists/sect20.html

Movies that Teach http://www.aesthetics-online.org/teaching/films.htmlMultilingual Dictionaryhttp://www.yourdictionary.com/diction1.html#multiMultiple Intelligences http://www.surfaquarium.com/MI/

Nat'l Council for Staff, Program & Organizational Development

http://www.ncspod.org

Nat'l Teaching & Learning Forum

http://www.ntlf.com/

Newsgroups http://groups-beta.google.comOnline Learning Readiness http://www.cod.edu/dept/CIL/CIL_Surv.htm

Online Teaching www.utexas.edu/world/lecturePeer Led Team Learning www.pltl.org

Plagiarism Detectionhttp://www.plagiarism.org

Planning Teaching Spaces http://www.dartmouth.edu/~collab/index.html

PowerPoint Usage http://www.actden.com/pp/Preparing Future Faculty http://www.preparing-faculty.org/default.htm

Problem Based Learning http://www.udel.edu/pbl/

Prof. Development http://www.starlinktraining.org Prof. & Organ.Develop. Network http://www.podnetwork.org

Quotations on College Teaching

http://www.wku.edu/Dept/Support/AcadAffairs/CTL/db/quotes/index.html

Resources for Troubled Students http://www.campusblues.com

Retention of Studentswww.collegeways.com

Rubric Creation http://projects.edtech.sandi.net/staffdev/tpss99/rubrics/rubrics.html

Scholarship of Teaching & Learninghttp://titans.iusb.edu/josotl/resources_on_sotl.htm

Search Engines http://www.infotoday.com/searcher/oct01/price.htmService Learning www.servicelearning.orgSocratic Method www.wvu.edu/~lawfac/jelkins/orientation/socratic.htmlSounds that Impacthttp://www.findsounds.com

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Storytelling http://www.creatingthe21stcentury.org/Intro7-Why-story-now.html

Student Journal Writing www.tss.uoguelph.ca/onlineres/journal_writing.htm

Student Portfolios http://www.elon.edu/students/portfolio/Student Ratings http://www.ratemyprofessors.comStudent Survival Skills http://www.clemson.edu/collegeskills/

Students with Disabilities www.udel.edu/cte/disabilities.htm

Study Abroad http://www.studyabroad.comStudy Skills www.uic.edu/depts/counselctr/ace/practic1.htmSyllabus Development

http://www.cte.duq.edu/resources/onlineresources/syllabusdev.html

Teaching Assistantshttp://www.umass.edu/cft/handbook/handbook.htm Teaching for Inclusion http://ctl.unc.edu/tfitoc.html

Teaching Goals Inventory http://www.uiowa.edu/~centeach/tgi

Teaching & Learning Centers

www.ku.edu/~cte/resources/websites/unitedstates.html

Teaching Materials Exchange http://www.merlot.org/Home.po

Teaching Portfolioshttp://www.usask.ca/tlc/teaching_portfolios/index.html

Teaching Professor Newsletter http://www.magnapubs.com/subscribe/

magnapubs_tp.htmlTeam Based Learning www.teambasedlearning.org

Technology Integration http://www.campus-technology.com/index.asp

Test Anxiety www.couns.uiuc.edu/Brochures/testanx.htmTest Construction http://www.edu.uleth.ca/runte/tests/Textbook Selectionhttp://www.facultyonline.comTime Management http://www.time-management-guide.comTolerance http://www.tolerance.orgTomorrow’s Professor Listserv http://sll.stanford.edu/projects/tomprof

Transactional Analysis www.itaa-net.org

University Business Magazine www.universitybusiness.com

Using Technology in Teaching http://www.unc.edu/cit/newchalk/

Web Searching http://www.thelearningsite.net/cyberlibrarian/searching/ismain.html

Writing Across the Curriculum http://mendota.english.wisc.edu/~WAC/

Writing Learning Objectives http://epitome.ce.gatech.edu/iowa/

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Source: Faculty Development Associates offers workshops and consultation for comprehensive professional development initiatives

grounded in current research and benchmarked practices. Dr. Richard Lyons is the senior consultant and author of numerous books.

Website is www.developfaculty.com

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