SectionFall Term: Voting on Additional Changes and Continuing the Re-envisioning Process
Schedule a faculty meeting specifically for discussing and voting on the changes for majors and minors
Facilitate a discussion of each category of proposed changes and vote on each separately
Schedule a faculty meeting specifically for discussing and voting on proposed new specialty courses
Continue to engage the faculty in collaboratively discussing and developing plans
schedule regular meetings of faculty teaching the upper division courses, such as every 3 weeks
engage faculty in generating questions about the curriculum they would like to discuss
ask one or more to facilitate a meeting focused on one of those questions
focus some meetings on brainstorming connections among the courses as a whole
focus some meetings on reflections about what happened in individual courses such as what went well, what were the challenges, and what changes might be made
focus some meetings around specific issues needing attention
welcome faculty teaching earlier or later courses to join the conversation
Prepare new faculty for teaching interactively in the reformed courses
assign new faculty to shadow faculty teaching courses to which they will be assigned
recognize extra effort required for the faculty member who is being shadowed
count shadowing as a teaching assignment
make sure shadower understands this is not a break from teaching
have department head specify expectations that shadower:
comes to and participates in every class session
comes to and participates in every meeting preparing for and/or debriefing class sessions
assumes responsibility for preparing for and facilitating some small group activities
assumes responsibility for preparing for and teaching some sessions
coach the shadower in ways to:
use interactive engagement strategies
welcome and work with student ideas likely to emerge during exploration of a topic
facilitate “wrap-up” discussions after activities exploring a topic
