Cover/Signature Page - Abbreviated Template/Abbreviated Template with Curriculum
Institution Submitting Request: Dixie State University
Proposed Title: Faculty Center for Teaching and Learning Excellence
Currently Approved Title: n/a
School or Division or Location: Holland Building / Dixie State University
Recommended Classification of Instructional Programs (CIP) Code1 (for new programs): n/a
Current Classification of Instructional Programs (CIP) Code (for existing programs): n/a
Proposed Beginning Date (for new programs): 08/01/2014
Institutional Board of Trustees’ Approval Date:
Proposal Type (check all that apply):
Regents’ General Consent Calendar Items
R401-5 OCHE Review and Recommendation; Approval on General Consent Calendar
SECTION NO.
ITEM
5.1.1
Minor*
5.1.2
Emphasis*
5.2.1
(CER P) Certificate of Proficiency*
5.2.3
(GCR) Graduate Certificate*
New Administrative Unit
Administrative Unit Transfer
5.4.1
Administrative Unit Restructure
Administrative Unit Consolidation
5.4.2
Conditional Three-Year Approval for New Centers, Institutes, or Bureaus
New Center
5.4.3
New Institute
New Bureau
5.5.1
Out-of-Service Area Delivery of Programs
Program Transfer
5.5.2
Program Restructure
Program Consolidation
5.5.3
Name Change of Existing Programs
Program Discontinuation
5.5.4
Program Suspension
Reinstatement of Previously Suspended Program
5.5.5
Reinstatement of Previously Suspended Administrative Unit
*Requires “Section V: Program Curriculum” of Abbreviated Template
Chief Academic Officer (or Designee) Signature:
I certify that all required institutional approvals have been obtained prior to submitting this request to the
Office of the Commissioner.
______________________________________
Signature
Date: MM/DD/YEAR
Printed Name: William Christensen, Ph.D.
1
CIP codes must be recommended by the submitting institution. For CIP code classifications, please see http://nces.ed.gov/ipeds/cipcode/Default.aspx?y=55.
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Program Request - Abbreviated Template
Dixie State University
Faculty Development Center
08/01/2014
Section I: Request
As a teaching university, DSU is in a unique position to focus energy and resources on the art and science
of teaching. To that end, the Dixie State University Committee for Teaching and Learning recommends and
requests the establishment of a Faculty Center for Teaching and Learning Excellence to support the
development of educators at DSU, to enhance our unique culture as a teaching university, and to enrich
DSU’s faculty to continue to develop their pedagogical expertise for the benefit of all our students.
The Committee identified faculty development activities currently in place and investigated national best
practices, including faculty learning centers. The synergy between technology and experiential teaching
and DSU’s unique commitment to a culture of learning, community, and values, and a belief in a learnercentered approach, focused our discussions and led to our recommendation for the development of a
Faculty Center for Teaching and Learning Excellence.
The mission of the Center will be to foster teaching excellence by providing resources, opportunities for
enrichment, and strategies to encourage and support quality and innovative teaching. The Center would
have both a physical and an online presence, allowing faculty to share effective practices and enhance
their teaching skills in the time and space that most appeals to them. Additionally, the Center will serve as a
clearinghouse to help integrate the various professional development opportunities offered to faculty at
DSU.
We strongly advocate that the Center be championed by the faculty and that the Center’s activities
advocate for all educators, including adjuncts. Participation is voluntary for all educators, at all stages of
their careers. The Center will help the continued development of quality instruction and foster innovative
approaches to the scholarship of teaching, learning, innovation and excellence.
The following report provides a path for the creation of the Center, including an organizational structure and
a supportive budget. The Committee proposes immediate goals for the Center, including appointing a fulltime director and two full-time instructional technologists. We also propose to support the Center by
maintaining a planning/advisory council (currently the Teaching and Learning Committee), a centrally
located facility, a yearly conference, both an online and a face-to-face presence and other Center initiatives
as explained further in this proposal.
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Section II: Need
Most of our state’s public higher education institutions have dedicated faculty development centers that
create a concerted effort toward improvement in teaching and learning on their campuses. Based on a list
of public higher education institutions in Utah (http://www.utah.gov/education/colleges.html), we researched
and found that the following institutions have dedicated centers:
· Salt Lake Community College
· Southern Utah University
· University of Utah
· Utah State University
· Utah Valley University
· Weber State University
Other Dixie State University sister institutions, such as Humboldt State University and Clayton State
University, also house faculty development centers.
Faculty development centers in Utah’s public higher education institutions vary in size and offerings.
Personnel structure within these institutions ranges from two staff (Weber State University) to thirteen staff
(Utah State University). There is also a range in leadership structure from jointly-appointed faculty directors
(Utah Valley University, University of Utah, and Weber State University) to dedicated full-time directors
(Utah State University). Personnel titles include directors, associate directors, coordinators, consultants,
administrative assistants, and office assistants, amongst others. These centers seek to enrich the campus
community by offering services such as new faculty orientations and workshops, adjunct faculty workshops,
teaching academies, mentorships, personal learning networks and communities, book clubs, and forums,
mirroring the goals of the proposed DSU Center.
Faculty development centers can have significant impact on the institutional structure and culture that
values and rewards teaching (Chism, 1998; Polich, 2008; Sorceinelli & Aitken, 1995). Descriptive studies
have asserted their effectiveness in enhancing teaching and learning, positive attitudes toward teaching,
increased knowledge of educational principles, and improvements in teaching skills and teaching behaviors
(Cox, 2004; Henderson & Buchanan, 2007; Umbach and Wawrznski , 2005). These studies showed that
the faculty participation had a significant impact on the number of participants who received tenure, had
lower rate of stress, and had a better work-life balance. In a recent study conducted in a public research
university, 87% of the participants in a faculty learning community reported a change in their
epistemological beliefs and 79% reported a change in their teaching methods (Miller, 2008; Polich, 2008).
Faculty development programs have been established at a majority of four year institutions (Sorceinelli &
Aitken, 1995), addressing widespread needs to support faculty in their growth as teachers, scholars, and
professionals. Strategies to improve teaching and learning are often a focus. Development programs are
diverse in nature to meet the needs of targeted populations during the different phases of a faculty
member’s career. The selection of development activities can assist with campus initiatives or common
instructional challenges. These activities should have appeal across the disciplines, be provided in both
face-to-face and web-based environments, and build upon local strengths to enhance instructional
excellence (Umbach & Wawrzynski, 2005).
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Section III: Institutional Impact
The proposed Faculty Center for Teaching and Learning Excellence will necessitate some level of
investment in personnel and operational costs, but there will be great gains from this investment as outlined
by the important programs listed below. In addition, DSU already has several resources ready to facilitate
the creation of this Center. The Teaching and Learning Committee recommends the following in order to
create a successful Center.
1. Personnel. The following positions will be important for the operations of a quality Center: (1) It is
essential that the Faculty Center for Teaching and Learning Excellence develop and grow under the
leadership of a faculty Director. The Director’s primary responsibilities are to plan, manage, and conduct
Center activities. The Director should be an established teacher-scholar whose sole responsibility is to
conduct Center affairs and who reports directly to the Vice President of Academics. (2) Two full-time
instructional technologists will report directly to the Center Director. These positions are funded through
student fees assessed on all online courses. (3) The Center will also want to maintain one person for
secretarial staff/web page updates.
2. Equipment and Supplies. The Center will collaborate with the existing entities (library, technology,
Faculty Development, etc.) to minimize the need for an extensive support staff or new equipment. Some
initial expenses will be necessary, but annual cost for supplies will be reasonable.
3. Annual Center Initiatives. An annual budget for Center initiatives will help the Center to function in their
role of support for the teaching and learning missions of the university. These initiatives will include
conferences, fellowships, learning communities, grants, online visibility, and other support for all university
instructors.
4. Teaching and Learning Committee. A volunteer committee of faculty will provide advice and support
to the Director. This committee should meet throughout the year to discuss strategic direction, review
plans, propose initiatives, and conduct formative reviews for the Center. The membership of the committee
will be on a two-year staggered rotational basis. This committee already exists, so there will be no
additional impact to the university.
5. Facilities. Proposed facilities already exist and do not require new facilities or funding. We recommend
that the Center be housed in the Holland Centennial Commons (HCC) building, which is central to teaching
and learning at DSU.
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Section IV: Finances
Budget
We suggest the following Budget to support our proposal.
1. Personnel
Item
Cost
Director
Full time. Initial funding is being provided by the University of Utah as
part of our joint collaboration
2x
Instructional
Technologists
Support Staff
Professional
Development
Subtotal
These positions will be fully funded through student fees assessed on
all online courses
$120,000
Webmaster, secretarial, etc. We anticipate using work study students
as much as possible and coordinating with existing Faculty Learning
personnel to minimize cost. (Part-time up to 10 hours per week.)
Professional development for the Director and two instructional
designers for professional conferences and memberships.
10,000
$6,000
$ 226,000
2. Equipment & Supplies
Item
Cost
Computers
3 x $800
Portable
Projector &
Laptops
General
supplies
Subtotal
Total
90,000
Total
$2,400
$600 = Projector; 2 x $1,500 = Laptops
$3,600
$6,500 (desks, filing cabinets, book shelves along with office supplies)
$6,500
$12,500
3. Annual Center Initiatives
Item
Cost
In-Service
To promote scholarship and share best practices among DSU faculty.
Training
Speaker
Series
Invited national speakers for DSU faculty development
Faculty
Learning
Communities
Webpage/
newsletter
Support materials (books, materials, food, etc.)
Total
$10,000
$5,000
$10,000
$1,000
5
Center Fellows
3 x $1,000 during fall and spring semesters (x2 semesters)
$ 6,000
Open
Classroom
Teaching
Scholars
Adjunct
Support
$50 per half day x 20 days (to conduct innovative teaching
demonstrations and discussions)
$2,000
Support specific to adjunct faculty for teaching development purposes
$10,000
Grants
Competitive grants for the development and promotion of innovative
pedagogy
$15,000
Subtotal
$59,000
Total initial and yearly expenses:
Initial Operating Expenses
(total for the first year)
Personnel
Sub-total
$226,000
Equipment & Supplies
$12,500
Center Initiatives
$59,000
Total
$297,500
Annual Operating
Expenses
Personnel
Sub-total
Equipment & Supplies
Annual Center Initiatives
Total
$226,000
$2,800
$59,000
$287,800
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Section V: Program Curriculum
Guiding Principles
The Center is to be a resource for educational support, as well as enrichment and development
experiences. Planning and implementation of activities of the Center are guided by the following principles:
1. Focusing on enhancing learning through more effective teaching, mentoring, and advising.
2. Facilitating communication among educators to share pedagogical expertise across disciplines and
celebrating campus achievements in teaching and learning.
3. Providing a central location for the coordination and dissemination of information about all educator
development activities.
4. Maintaining the culture of faculty ownership, advocating for educators in their role as teachers, and
insuring that participation in programs, consultations, and assessments is voluntary, confidential,
and developmental.
5. Supporting the ongoing development of the teacher-scholar model and facilitating innovative
approaches to the scholarship of teaching and learning.
6. Facilitating community explorations of national best practices in teaching and learning, and
promoting DSU accomplishments in state, regional, and national venues.
Programs
As we begin the implementation of a Center at DSU we recommend the development and publicity of
campus offerings be completed by the first week of the academic year. Common online and face-to-face
workshops will include: new faculty workshops, active learning and pedagogy, discussion series,
instructional technology, and faculty learning community topics. It is important to connect the various
faculty development opportunities to student learning and outcomes, and the impact of the faculty
development activities should be measured by the Teaching and Learning Committee.
The Center should support a wide array of programs and projects; each designed to support different
needs. During its first year, the Center Director and Teaching and Learning Committee can consider an
appropriate mix and level of support for various efforts. We recommend the following initiatives during this
first year, commencing in August of 2014:
In-Service Training. Planning for annual in-service training/conference to support teaching excellence and
scholarship.
Speaker Series. The Center should sponsor an annual speaker series. We suggest that a visible national
speaker be arranged. In addition, we recommend that faculty from the university and other local experts be
recruited into a sponsored series. The Center Director and the Teaching and Learning Committee should
consider inviting visiting scholars to contribute to initiatives of the Center.
Faculty Learning Communities. Many institutions have employed faculty learning communities from
different fields who are motivated by a shared set of concerns or interests in a topic. They meet regularly to
discuss this subject and study the related scholarship on teaching and learning. We recommend the
development of two Faculty Learning Communities. The small groups led by the Director and/or Center
Fellow(s), will propose a pedagogical theme which they will investigate. The results of the FLC efforts will
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be shared with the campus community. Learning Communities may be initiated by the Director in
consultation with the Teaching and Learning Committee. Faculty may discuss an idea for an FLC with the
Director.
Webpage/newsletter. A website to explore and promote best practices should be developed as an
informational tool as well as a clearinghouse for all faculty development opportunities.
Center Fellows. A select group (2 or 3 faculty per year semester) should receive half- to one-year
appointments as Teaching and Learning Center Fellows. Fellows contribute to the mission of the Center
by engaging in supportive endeavors with DSU faculty in activities such as campus presentations,
mentoring faculty, and/or shared research. Each Center Fellow will also assist the Director to lead a
scholarly initiative on campus.
The Center Director and the Committee will develop a competitive application process for Center Fellows,
and should award fellowships accordingly. Selection should take into consideration faculty expertise. Such
expertise may include contributions in key areas, or the ability to enhance the community through the
development of materials and resources in focal areas.
Open Classrooms. The Center should sponsor a series of Open Classrooms provided by faculty who are
willing to allow others to visit their class as they demonstrate a pedagogical approach or innovation. These
visits will be followed by a discussion session.
Adjunct Support. The Center will sponsor initiatives to support adjunct faculty more specifically. These
initiatives will increase our adjuncts’ understanding of (and potential and willingness to fulfill) the teaching
and learning mission at DSU.
Grants. Small, competitive grants for pedagogical research or implementation of pedagogical innovations
should be provided by the Center in order to promote a culture of scholarship around teaching and learning.
Individualized Consultations. On top of the larger Center initiatives listed above, the Director and
instructional technologists will be engaged in efforts to support instructors on an individual basis,
conducting syllabi reviews, in-class evaluations, small group instructional diagnoses, and one-on-one
consultations. These consultations will be private and for the use and purpose of the instructors.
The development of such a Center will support and enrich faculty on campus as they continue to strive for
teaching excellence, innovation in pedagogy, and meaningful engagement in the scholarship of teaching
and learning for the benefit of DSU students.
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References
Chism, N. V. N. (1998). The role of educational developers in institutional change: From the basement
office to front office. In M. Kaplan & D. Lieberman (Eds.), To improve the academy: Vol. 17.
Resources for faculty, instructional, and organizational development (pp. 141-154). Stillwater, OK:
New Forums Press.
Cox, M. D. (2004). Introduction to faculty learning communities. In M. D. Cox & L. Richlin (Eds.), New
directions for teaching and learning: No. 97. Building faculty learning communities (pp. 5-23). San
Francisco, CA: Jossey-Bass.
Henderson, B. B., & Buchanan, H. E. (2007). The scholarship of teaching and learning: A special niche for
faculty at comprehensive universities? Research in Higher Education, 48, (5), 523-543.
Miller, R. L. (2008). Reflections on the scholarship of teaching and learning. InSight: A Journal of Scholarly
Teaching, 3, 7-9.
Polich, S. (2008). Assessment of a faculty learning community program: Do faculty members really
change? In Robertson & Nilson (Eds.), To improve the academy: Vol. 26. Resources for faculty,
instructional, and organizational development (pp. 106-118). Somerset, NJ: John Wiley & Sons.
Sorceinelli, M. D., & Aitken, N. (1995). Improving teaching: Academic leaders and faculty developers as
partners. In W. A. Wright & Associates (Ed.), Teaching improvement practices: Successful
strategies for higher education (pp. 311-323). Bolton, MA: Anker.
Umbach, P. D., & Wawrzynski, M. R. (2005) Faculty do matter: The role of college faculty in student
learning and engagement. Research in Higher Education, 46 (2), 153-184.
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