Section 8.2 Providing an overview of active engagement strategies and the reformed curriculum during new faculty orientation
As a regular part of the department's new faculty orientation process, schedule a discussion of active engagement strategies and reformed curriculum, engage new faculty in active engagement strategies as learners, provide handouts that summarize philosophy and structure of the reformed curriculum, and clarify opportunities and responsibilities related to pedagogical and curricular reforms.
Scheduling a discussion of active engagement strategies and the reformed curriculum.
If the department provides a formal new faculty orientation session, include in the formal agenda a scheduled time for discussing active engagements strategies and the reformed curriculum. If there are not enough new faculty for such a formal new faculty orientation session, make sure that any informal orientation for a new faculty member includes such a discussion.
Engaging new faculty in active engagement strategies as learners.
In at least one portion of a formal new faculty orientation session, use active engagement strategies, followed by a debriefing interpreting what was happening and why. A session helping new faculty learn about writing proposals for funding, for example, could be conducted in this way. Make sure that an informal orientation for a single new faculty member models a similar interactive conversation rather than a mini-lecture telling what to do.
Providing handouts that summarize philosophy and structure of reformed curriculum.
While discussing the philosophy and structure of the reformed curriculum during new faculty orientation, provide handouts that can help new faculty visualize the rationale and structure of such reforms. Draw examples from courses that new faculty members are likely to be asked to teach.
Clarifying opportunities and responsibilities related to pedagogical and curricular reforms.
As part of the discussion of active engagement strategies and the reformed curriculum, make clear that gaining expertise in teaching in new ways happens very gradually. New faculty members are expected to learn from the more experienced faculty by asking questions, consulting frequently about topics, homework problems, and activities that they find puzzling, and debriefing often about what happens during their course sessions. For some courses, they may be able to watch videos of prior versions of the course they are assigned to teach. If regular curricular meetings occur, indicate that they will be responsible for participating in such department curriculum meetings and for keeping a record of what they are doing in a course for use as a resource by the next person assigned to teach it.