One-Year Temporary and Adjunct FacultyTeaching Mentorship
In order to be an effective educator, instructors must be able to conceptualize their pedagogical perspectives; from both the teacher directed focus and the student outcome focus. Instructors must ask themselves two questions, 1.) What will I do during this course to demonstrate my expectations and clarify those expectations to students? 2.) What do students know and can demonstrate to articulate their skill level related to each expectation or topic in the course? Planning instruction using these two questions balances expectations between the instructor and the students.
Effective teaching includes thoughtful and purposeful instructional decisions that match assessment expectations. Transparency is essential, and that is the purpose of a comprehensive and explicit syllabus. Students must understand expectations and be able to demonstrate the skills necessary to achieve the intended outcomes. Ultimately, it is the instructor's responsibility to implement explicit and systematic methods that support students as they transition from novice to expert. Lessons or lectures must begin with an incorporation of student's prior learning and skills, including instructional methods such as anticipation guides, surveys, or critical thinking activities. Then, lessons or lectures must not only relate key information and details, but also requires the instructor to demonstrate thought processes related to those concepts, including comparing and contrasting, analyzing and synthesizing, and critiquing and evaluating. Students must rehearse the thought processes with immediate and explicit feedback from the instructor. At the conclusion of the lessons or lectures, the instructor must gauge students' understanding, and it is this data that forms the basis for both the next lesson and the assessment outcomes.
The Role of the New
Faculty Mentorship Coordinator
The New Faculty Mentorship Coordinator is available to meet with and discuss effective teaching with One-Year Temporary (OYT) and Adjunct Faculty in all colleges and divisions. These meetings are at the request of both the OYT or Adjunct Faculty and Department Chair. These meetings will include an overview of
the Mentee’s course documents, including lecture notes, syllabus, course evaluations, and other materials in an effort to clarify effective instruction and student outcomes.
The Role of the Mentee
The Mentee seeks support and guidance in order to clarify and articulate effective instruction. Under the guidance of a Teaching Mentor, the Mentee examines course documents as data to define effective instruction, as well as refines instruction to match course expectations and students’ outcomes. The Mentee reflects on the Mentoring process
and creates evidence of effective teaching for the tenure and promotion portfolios.