Faculty Interest Groups and Faculty Development
USM's Title III Faculty Development Project Team Faculty Interest Groups (FIG)
Applications to be sent to Kelly.Hrenko@maine.edu
At USM, FIGs offer an opportunity for a collaborative approach to improving teaching and for producing research, scholarship, and creative activity necessary for peer review, promotion and tenure. Other institutions have developed FIGs for similar purposes to good effect. To read more about how high impact practices affect student success, look at: Outcomes of High-Impact Educational Practices: A Literature Review by Brownell & Swaner, C.W. Post Campus of Long Island University. You can access the article via the following link: http://www.diversityweb.org/DiversityDemocracy/vol12no2/brownell.cfm
2016-17 FIGs Examples
Capstone Courses FIG- Rebecca Nisetich
As departments re-envision capstone courses and experiences at USM, this is an opportune time for faculty to collaborate across the disciplines, to share ideas, and to support each other in the development and implementation of innovative pedagogical strategies into their capstone courses. Standardizing Best Practices for Capstone courses/projects/experiences at USM will also help ingrain the Senior Capstone into the curriculum, so that the curricula preceding it may lay the foundation for a project of this scope. Moreover, standardizing the way that Capstones look, and what they achieve, at USM will enable students to have a common understanding of what this final Core Curriculum expectation is, and how they are to meet it.
Link to 2015-2016 Final report: https://docs.google.com/a/maine.edu/document/d/1ZEC6sLlqk8SkNozBVSvpIZkPQj2Rpdxyz4Jqz-y_6KY/edit?usp=sharing
Interprofessional Healthcare Practice FIG-Tammy Bickmore
This group will work together to develop an interprofessional evidence based training module to be used by multiple interested healthcare disciplines at USM. I am currently working with a Portland based community partner who is interested in supporting development of course materials for students as well as looking at how their setting could provide onsite experience for students to learn from both healthcare professionals and consumers of healthcare in a community based setting. Participants could include OT, Nursing, Social Work, Therapeutic Recreation, Music, Art, Social and Behavioral Sciences, Gerontology, Public Health and other programs that are interested in this topic. I believe we could develop a training module that we could use both in the classroom and potentially onsite at the community partner. We would develop both the training module and materials. We would meet on a monthly or bi-monthly basis over the course of two semesters to develop the materials. We could meet on campus or at the community partner in Portland to develop this interprofessional material.
Teaching Interpreting: Best Practices-Ann Swope
The USM ASL/English Interpreter Training program, within the Linguistics Major follows a Vygotskian model, strongly informed by the work of Betty Colomonos' work developing the Integrated Model of Interpreting- a model recognized world wide. Instruction with the USM program is delivered by one tenured professor(Judy Kegl) and several adjunct instructors who are expert in their specific area of interpreting and also all maintain a robust private practice in interpreting. We have been struggling for a while to find time and resources as a diverse group of adjuncts to come together on a regular basis to coordinate and collaborate on our teaching and to collectively receive advanced training in Vygotskian teaching methodologies as they apply to teaching future interpreters. Participants include all adjunct instructors (approximately 6-8 people statewide) and tenured professors in the ASL/English Interpreter Training Program.
Link to 2015-2016 Final Report: https://drive.google.com/a/maine.edu/file/d/0ByrRK0EKwSe4NzZkeWpxcFlONlhVdDc4QnBLdHJEc3d0VGJN/view?usp=sharing
Engaging Online and Blended Learners- Paul Dexter
The purpose of this FIG is to bring together faculty and staff to deepen our understanding of the student experience in online and blended courses. The focus will be on the “end user”, namely the student, and how we can employ evidence-based practices for course design, course delivery, and student support services to maximize student engagement, learning, and retention. A core group of faculty and staff will be invited to join, with a commitment of attending the majority of eight monthly meetings. These synchronous meetings can be attended in person or virtually through Google Hangout. Faculty who teach in an online or blended format will be invited to join, as well as CTEL course designers and the online advisor.
Intercultural and Diversity FIG: Creating Understanding to Better Support All Students - Julie Alexandrin and Margaret Brownlee
Faculty and staff at USM will be invited to this FIG as all work with students, and we can all learn more about how to better support students who are intercultural and diverse. Based also on the May 23rd and 24th workshop days, we would be happy to also invite SMCC employees to join us. The purpose of the FIG will be to create a space where expertise about intercultural and diversity is shared, to create a dialog and better understanding to support all students, especially those who are connected to oppressed minorities.
Union Led Student Success- Susan Feiner
The goal of this FIG is to engage faculty in the discussion and analysis of “Union Led Student Success.” Through this FIG, USM faculty will generate a local—but transferable—definition of “union led student success.” A concluding outcome is for USM faculty to apply for a major National Education Association grant to implement a program of “Union Led Student Success.”
Science Learning In STEM- Luci Benedict
The purpose of this FIG is to gather faculty and staff together who work with students in STEM majors, and to discuss strategies to better support our students. Based on the success of the book groups through the CCD I would like to continue that model in this FIG and have use read 3-4 book through out the year that educate the group on learning and best teaching practices. These meetings will be open to all USM faculty and staff, and I will also invite SMCC faculty and staff who have a STEM focus. These meetings will focus on refining current courses through restructured syllabi, integrating active learning techniques into the classroom, and drawing on best practices in the literature. The content of the meetings will be supported by required readings from articles and books. Meetings will occur at least monthly, and will focus on a specific course technique. For example the first meeting would be planned August, before the semester starts and would focus on restructuring a syllabus, drawing upon the examples in "Teaching Unprepared Students." The outcomes of this FIG are that participants learn a variety of new and innovative teaching techniques to integrate into their STEM classrooms to engage students, especially in the higher DFW rate courses.Link to application: https://docs.google.com/a/maine.edu/document/d/1DVqI59wAgh9dxs0NMRi8knqPA38GErKZYuLQtIrG4ik/edit?usp=sharing
Strengthening Instruction and Improving the Student Experience in Undergraduate Teacher Education Pathways-Jean Whitney
Undergraduate teacher education pathways are located across the University in various departments and are offered through those departments in collaboration with the School of Education and Human Development and K-12 partner school districts. The purpose of this FIG is to bring faculty together from across campus and in our K-12 partner schools to further develop the undergraduate pathways. Key goals include 1) strengthening the cohesion and outcomes of the undergraduate education courses, 2) foster collaboration amongst the various faculty, staff and K-12 partners who work with undergraduate teacher education students in order to improve the student experience.