New Faculty Seminars

The First and Second Year Seminars for New Faculty bring together the new faculty members from all areas of the College in a collegial and informal setting. Many new faculty members bring years of experience and professional expertise to TCC and the First Year Seminar provides a venue for new faculty to learn from each other as well as learn about TCC.

The focus and activities of the first year include a three day orientation prior to the beginning of the full-time contract.  During the first year seminars, the primary focus is related to enhancing teaching and learning through weekly discussions.  Topics include learning outcomes, syllabi, classroom management, advising, instructional strategies, observations and assessments.  The main focus of the second year is on building collegial relationships.  Faculty are exposed to the governance process and provided a deeper understanding of TCC’s role in the community.  In addition, faculty participate in a faculty learning circle culminating in a conference style presentation.  The third year consists of one meeting with the cohort and the president visits each third year faculty member’s class.  The expectation during the third year is complete emersion as a full-time faculty member.

Purpose:  The New Faculty Seminars are designed to facilitate the professional and personal integration of new faculty members into the college community. The goals of the New Faculty Seminars are:

• To provide an introduction to TCC's learning centered philosophy and culture of shared responsibilities.
• To share information about programs, resources and services to support faculty and students on their mutual quest for successful education.
• To provide opportunities to explore and discuss issues related to teaching and learning.
• To offer a forum for sharing experiences and best practices.
• To provide opportunities to form collegial relationships.
• To learn about and participate in shared governance at TCC.
• To address issues related to professional growth.

Format:  To the extent possible, the seminar series is designed to be informal and interactive as well as informative. The success of the sessions depends in part on the quality of the discussions generated by the topics. There are some sessions where the faculty is asked to prepare by reading an article, researching a particular question or topic, visiting a website, exploring an issue with a colleague, or developing a product to discuss with the group.

Faculty Evaluation:   Faculty on annual contract are evaluated based on portfolios submitted in April of the first, second, and third years of full-time teaching.  The portfolio is a self-reflection which includes goals and accomplishments related to teaching effectiveness, service, and professional development.  In addition, peer feedback, courses taught along with syllabi, student evaluations, grade distributions and goals for the upcoming year are included.  Deans meet with each individual faculty member and review the portfolio, providing feedback where improvement is needed.