Professional Development: Sample Models by Mānoa Faculty and Administrators

Use of Results

This site was created for educators, administrators, and faculty at the University of Hawaiʽi at Mānoa and beyond who are interested in developing faculty professional development programs for the purpose of improving student learning achievement.

List of Programs

Project Title (link to Summary)
Program
Assessment Leadership InstituteAssessment and Curriculum Support Center
Faculty Orientation to Online LearningCenter for Language & Technology
Mandatory New Faculty Orientation Program College of Education
Mandatory New Faculty Orientation ProgramChristine Sorensen Irvine, College of Education (when at Northern Illinois University)
SENCER Hawaiʽi: Grand Challenges Summer InstituteSENCER Hawaiʽi

Notes: 1) This list includes professional development activities outside of what UH Mānoa Center for Teaching Excellence (CTE) is offering. CTE has a list of numerous programs that support faculty that is too large to include on this page. Check out their website at: http://www.cte.hawaii.edu/. 2)This page by no means represents a complete list of all faculty professional development activities initiated by academic and special programs on campus.

Email us (airo@hawaii.edu) professional development programs to add to this list.

Common Successful Professional Development Elements

Professional Development Elements: Intensive training, Sustained Support, Product-oriented, Incentives that matter, and Support with experts and structure

Assessment Leadership Institute (Assessment and Curriculum Support Center)

Go to Institute Website

Participants

  • Assessment coordinators & faculty/staff interested in leading program assessment

Incentives

  • Lunch & snacks (in person)
  • Varies: teaching- or assessment-related item such as a book or tablet; support to attend conference or training event

Structure of the Faculty Orientation Program

  • Run by 2 assessment specialists
  • Tasks: Participants
    1. Attend 4-day training
    2. Present project plan at the end of training
    3. Meet three times during a semester in support group meetings
    4. Present their implemented project in the Assessment for Curricular Improvement Poster Exhibit

Achievement Product Expected from Participants

  • Design and complete a collaborative assessment project

Curriculum

  1. Knowledge and tools for program assessment, from learning outcomes assessment to use of assessment results
  2. Facilitation skills

Contact Information

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Faculty Orientation to Online Learning (Center for Language & Technology)

Go to Center’s Website

Participants

  • Faculty and graduate students in the College

Incentive

  • Digital Badges

Structure of the Faculty Orientation Program

  • Run by the Director & instructional design specialists
  • Tasks: Participants
    1. Attend 6 face-to-face sessions across 1 semester
    2. Participate in online discussions and present
    3. Develop a Google site that outlines the online course and post screen shots of the course site

Achievement Product Expected from Participants

  • Develop course content
  • Demonstrated use of technology tools

Curriculum

  1. Introduction to online learning, backward design, quality guidelines for online courses
  2. Synchronous communication and tools
  3. Asynchronous communication and tools
  4. Content development: graphics
  5. Content development: audio and video
  6. Show and tell

Contact Information

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Mandatory New Faculty Orientation Program (College of Education)

Participants

  • New College of Education faculty members

Incentive

  • None (mandated participation written in the job contract)

Structure of the Faculty Orientation Program

  • Run by a senior faculty member
  • Meet for 6 sessions during Fall semester of year of initial hire and one group follow-up session in Spring, with faculty facilitator available for other meetings as needed.
  • Each new faculty member is assigned a college mentor who is in the college but in a different department). New faculty members meet with their mentor separately and regularly.

Achievement Product Expected from Participants

  • Completion of on-line modules/courses
  • Draft of contract renewal for peer and facilitator’s feedback (due in Spring)
  • Development of a collaborative research project with assigned faculty mentor

Curriculum

  1. Introduction to campus administrators and resources
  2. Introduction to technology tools for teaching and research
  3. Good teaching practices, including syllabus development; effective instructional techniques; ways to prevent and solve problems with students
  4. Research mentoring and writing grants
  5. Review of tenure, promotion, and contract renewal process and requirements

Contact Information

  • Associate Dean for Academic Affairs, College of Education

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Mandatory New Faculty Orientation Program (Christine Sorensen Irvine, College of Education, when at Northern Illinois University)

Participants

  • New faculty members

Incentive

  • One course release each semester during the first year (Mandated participation written in the job contract)

Structure of the Faculty Orientation Program

  • Run by 4 senior faculty
  • New faculty members meet once a week (like attending a class)

Achievement Product Expected from Participants

  • Online module developed
  • Grant application
  • A course developed

Curriculum

  1. Introduction to campus administrators and resources
  2. Introduction to technology tools for teaching and research
  3. Good teaching practices – including syllabus development
  4. Research mentoring and writing grants
  5. Review of tenure and promotion process and requirements

Contact Information

  • None at this time

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Science Education of New Civic Engagement and Responsibilities (SENCER) Hawaiʽi: Grand Challenges Summer Institute (SENCER Hawaiʽi)

Go to SENCER Hawai’i Website

Participants

  • Faculty members and informal educators/community partners nation-wide, who are interested in civic engagement, teaching through big issues of our time, interdisciplinary teaching and research including indigenous practices and ways of knowing, sustainability, and assessment.

Incentive

  • $300 stipend
  • Travel and lodging support

Structure of the Institute

  • Run by the direct and support staff
  • Three days, mid-May
  • Conference presentations by leading experts in fields
  • Product-oriented workshops
  • Networking, creation of collaborative communities of transformation
  • Supported by Transcending Barriers to Success KECK Grant. Mānoa’s faculty participation is supported through the VCAA’s Strategic Investment Initiative (2017-2019)
  • Focus of each year: Water in 2017, Conservation in 2018, Water in 2019, Health and Food in 2020

Achievement Product Expected from Participants

  • Attend 3-day institute
  • Develop a syllabus for a (re)designed course or civic-engagement project
  • Integrate an active pedagogy into the course/educational plan
  • Implementation of the course (re)design/project

Curriculum

  1. Day1: Framing and keynotes. Team work time. Poster sessions
  2. Day2: Course design and assessment workshops & presentations
  3. Day3: Team design work and presentations of (re)designed courses/projects

Contact Information

  • Ulla Hasager, Director of Civic Engagement for the UHM College of Social Sciences, ulla@hawaii.edu

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