This page includes important links for faculty to review on their own or share with students. If there is something that needs to be updated, please email CPE at firstname.lastname@example.org.
Links to interesting websites stocked with engaging articles and more:
- American Association of Community Colleges
- Association of American Colleges and Universities
- Achieving the Dream
- Education Dive
- Inside Higher Ed
For additional resources, check out the following publications from Educause. Do you have an interesting article related to teaching and learning that you'd like us to feature here? Email email@example.com.
- 7 Things You Should Know About Collaborative Learning Spaces
- 7 Things You Should Know About Microlectures
- 7 Things You Should Know About Games and Learning
- 7 Things You Should Know About Visual Literacy
- 7 Things You Should Know About Universal Design for Learning
- 7 Things You Should Know About Personalized Learning
- 7 Things You Should Know About Development in Instructional Design
- 7 Things You Should Know About the 2017 Key Issues in Teaching and Learning
- 7 Things You Should Know About the Evolution of Teaching & Learning Professions
Links to important policies or other essential details:
- Academic Policies
- TCC Policy Manual
- Adjunct Observation Form
- Division Information
- Institutional Roles and Responsibilities
- Teaching Schedule and Office Hours
- Title IX Compliance
Student Support and Resources
Helpful links for students:
- Accessibility Resource Center
- Advising Center
- Campus and Civic Engagement and the SLICE Office
- Career Center
- Counseling Services
- TCC Bookstore
- TCC Fine Art Gallery
- Testing Center
- Veterans Affairs
- Ask Student Central: Student FAQ
Teaching Effectiveness Philosophies
Seven Principles for Gold Practice
- Encourages student-faculty/staff interaction (formal and/or informal)
- Encourages cooperation among students (in class and/or out of class)
- Encourages active learning (student participation and responsibility)
- Gives prompt feedback (includes frequent assessment)
- Emphasizes time on task (realistic time allocation student/faculty)
- Communicates high expectations
- Respects diverse talents and ways of learning (implies multiple ways of engaging students in course material and multiple ways of assessment)
Gamson and Chickering, 1987, Seven Principles for Good Practice in Undergraduate Education
Chickering and Ehrman, 1996, Implementing the Seven Principles: Technology as Lever
The Teacher/Learner Continuum
The following model was developed through the Teaching/Learning Strategies Team of the TCC Eagle Eye Project and has been adopted by TCC. The model, which was developed in 2002, attempts to describe the relationship between learner and teacher as the learner progresses through a series of developmental strategies from novice to independent learner.
- Students are at different stages in their development as learners when they arrive at TCC.
- The role of the teacher and the strategies employed vary depending upon the developmental stage of the learner.
- As learners develop learning strategies and self-regulation strategies, they progress from external locus of control to internal locus of control.
- As learners gain experience and receive feedback and reinforcement, they become motivated by intrinsic factors as well as extrinsic factors.
- The teacher adapts teaching strategies and designs assignments and classroom experiences to meet the learners where they are on the continuum.
- The teacher plays a proactive role in fostering the learner's progression toward independent, self-regulated learning.
- Not all students will attain the same level of development and independence, but all students can make progress.
When grading subjective student work such as essays and presentations, the use of rubrics can help provide more consistent feedback, save time, and enhance student learning. Rubrics are typically given to students at the time the assignment is given so they better understand the assignment expectations and how it will be graded.
Find Resource on Rubrics.
Using Instructional Technology
Obtaining a Canvas Account and Course Shell
Once your name is assigned in the EagleNet system a Canvas master shell and course shell(s) will automatically be created. Only one master shell is created for each type of course (web-based or face-to-face) you teach. For additional assistance, please contact your division.
Faculty and Staff Portal
Identification Cards (IDs)
Creating a Positive Learning Environment
The key to effective management is setting expectations and maintaining a positive learning environment. TCC assists faculty with this through the Student Code of Conduct, which sets expectations on campus and in the classroom. Faculty members set expectations in the syllabus, which are discussed on the first day of class. When a student's conduct does not meet these expectations, TCC has judicial procedures designed to ensure that a positive learning environment is maintained.
Getting to Know Your Students
When you make an effort to get to know your students, it allows for a more efficient classroom management experience. The Center for Professional Enrichment offers training and resources for "breaking the ice" with your students. Getting to know your students pays off as you move through the semester and lets students know that you care.
The Benefits of Classroom Management for You and Your Students
It is helpful to build classroom management skills that you use to set an environment where you and your students can focus on their learning. Just as an instructor learns the different personalities of each class over time, it will be necessary to have a versatile skill set to manage each class differently. It should also be noted that although the ages of our students remain relatively the same, the mindsets of each new group may differ. References such as the Beloit College Mindset List provide a greater understanding and better perspective of our students as they change over time.
Top Ten Tips for Building Trust in the Classroom
- Know what you're going to say before you say it. That doesn't mean it has to be scripted or memorized, but have a basic outline of what you will say and do. Share a schedule or an agenda with the group. Having notes is fine, but it’s best to review these while the group is engaged in activities rather than while they are focused on you.
- Create a learning environment. If you want students to learn, they will need to be in a space where they can focus and engage. Minimize distractions especially from people outside the group.
- Be authentic. If you tend to be quiet and shy, a burst of false enthusiasm will not go well. Consider instead to increase your volume slightly and make eye contact. Students can detect when you are overacting or creating a façade. This decreases trust.
- Sequence your class. Like any good book or movie, your class period needs a beginning, a middle, and an end. You may consider the Teach, Test, Progress model. First, present some information. Then test to see if the students understand (usually through an activity). If they pass the test, then progress the lesson with more material.
- Align your words and actions. You erode a student's trust in teachers when you say you will do something and proceed to do something different. If you declare learning as collaborative, be prepared to let the students take the lead.
- Admit when you don't know. Students appreciate when teachers acknowledge they don’t have all the answers. If you don’t know something, tell the students you will find out and get back to them. Always be sure to keep your word and follow through.
- Be relatable. Reveal your enthusiasms, passions and concerns outside of your teaching role. When you reveal something about yourself, it helps the students to connect with you.
- Show that you take students seriously. Listen carefully for any concerns, anxieties or problems voiced by students. Give students time to express their thoughts. Be ready to explain clearly and frequently why you wish students to do the things you are asking. Tell the student if you need time to think about their suggestion, and promise to respond at the next class.
- Over-inform your students. The more students know about how they're doing in class and what’s coming up, the more comfortable and confident they’ll feel about the class. Make sure students are getting timely updates on their grades and know which objectives or assignments are contributing to the grade they have in the class. Over-communicate upcoming dates for big tests, deadlines or review opportunities so they don't ever feel caught off-guard.
- Be consistent with consequences. No matter your classroom management system, you need to implement it consistently and be equitable. Students will trust you if they believe you are fair.
A Foundation of Trust: Effective Models and Activities for Leaders, Trainers, and Facilitators Engaging the Issues of Trust and Trustworthiness by Sam Sikes
The Skillful Teacher by Stephen D. Brookfield
Yes prep "4 Ways to Build Trust in Your Classroom" by Petra Claflin
With the increased focus on accountability in higher education, the assessment of learning has become even more important. Aligning assessment with learning outcomes is critical and there are a variety of ways to assess learning. In addition, assessments should be formative and summative.
Learning Assessment and Learning Outcomes
- What is your learning outcome?
- What will the students know or do as a result of their learning related to the learning outcome?
- How will you measure the learning outcome? Is it a quantitative measurement and/or a qualitative one?
- What tool will you use to measure the learning outcome?
- What are the assessment results?
- How will you improve the learning outcome, the learning activities, or the learning assessment based on the results of the assessment?
Classroom Assessment Techniques
The purpose of classroom assessment is to collect information about what students are learning and immediately use this information to increase learning in areas where students are not proficient. Angelo and Cross (1993) offer a comprehensive book on classroom assessment with many great examples of classroom assessment techniques. The book includes extensive details on how to use each technique. In addition, Angelo and Cross (1993) developed the Teaching Goals Inventory. Instructors can take the inventory and use the results to determine which of the classroom assessment techniques will help them meet their goals.
Grade of "A" - Excellent
- Consistently superior scores on examinations
- Assignments completed in prescribed form, on time, with evidence of careful research on subject matter and planned presentation
- Consistently shows independent thinking in terms of the subject matter of the course
- Shows a grasp of relationships among various parts of the subject by noting parallels, similarities, and paradoxes in subject matter
- Knows how to apply subject matter to new situations
Grade of "B" - Good
- Consistently above average scores on examinations
- Assignments completed in prescribed form, on time, with evidence of some extra references and planned preparation
- Presents independent ideas frequently on subject matter of the course
- Shows by behavior (written, verbal, social) that reasons for learning subject matter are understood and some application made
Grade of "C" - Average
- Satisfactory scores on examinations
- Most assignments completed in correct form and on time
- Presents evidence of satisfactory grasp of assigned subject matter of the course
- Shows by behavior (written, verbal, social) that subject matter has some application to academic, social, or vocational goals
Grade of "D" - Poor
- Below average examination scores but high enough to show attainment of at least the minimum course objectives
- Majority of assignments completed, in imperfect form, and not always on time
- Shows some grasp of individual units of subject matter, but little evidence of interrelationships
- Shows some improvement in behavior (written, verbal, social) by direct application of some learned material, but with little insight
Grade of "F" - Failure
- Level of achievement does not measure up to competency required in the course.
Mezeske, R. J. and Mezeske, B.A. (2007). Beyond Tests and Quizzes: Creative Assessments in the College Classroom. San Francisco, CA: Jossey-Bass.
Stiehl, R. and Lewchuk, L. (2008). The Assessment Primer: Creating a Flow of Learning Evidence. Corvallis, Oregon: The Learning Organization.
Suskie, L. (2009). Assessing Student Learning: A Common Sense Guide. (2nd Ed.). San Francisco, CA: Jossey-Bass.
Wehlburg, C.M. (2008). Promoting Integrated and Transformative Assessment: A Deeper Focus on Student Learning. San Francisco, CA: Jossey-Bass.
Banta, T.W., Jones, E.A. and Black, K.E. (2009). Designing Effective Assessment: Principles and Profiles of Good Practice. San Francisco, CA: Jossey-Bass.
Angelo, T.A. and Cross, K.P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers (2nd Ed.). San Francisco, CA: Jossey-Bass.
Stevens, D. D. and Levi, A. J. (2005). Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback and Promote Student Learning. Sterling, VA: Stylus Publishing.
Instructors use a variety of teaching strategies to promote successful learning. The key to success is to use teaching strategies that best meet the priorities of your discipline while engaging students in active learning. Lectures, discussion, and problem-based learning are a few examples of successful teaching strategies.
Planning Time: Some to Extensive
Planning Time: Some
Technology: Canvas makes conversing with classmates easy with its collaboration tools. Professors also use Facebook groups and Twitter to promote discussion.
Pros: Great discussion enhances critical thinking, helping students to dig deeper with their learning.
Cons: Leading a discussion and developing thought provoking questions is a challenge.
Best practices: Pick topics that are controversial. Have students develop questions.
Planning Time: Some to Extensive
Technology: Use of technology will depend on the project, but there are many options for supporting problem-based learning.
Pros: Provides students with a more real-world experience.
Cons: Takes a significant amount of time and many not ensure the development of basic skills such as knowledge and comprehension.
Best practices: Case studies and simulations, especially in medical fields.
Silberman, M. (2006). Teaching Actively: Eight Steps and 32 Strategies to Spark Learning in Any Classroom. Boston, MA: Pearson Education.
Heppner, F. (2007). Teaching the Large College Class: A Guidebook for Instructors with Multitudes. San Francisco, CA: Jossey-Bass.
Howell, D., Howell, D. and Childress, M. (2006). Using PowerPoint in the Classroom (2nd Ed.). Thousand Oaks, CA: Corwin Press.
Race, P. (2001). The Lecturer's Toolkit: A Practical Guide to Learning, Teaching and Assessment. (2nd Ed.). Sterling, VA: Stylus Publishing.
Brookfield, S. D., & Preskill, S. (1999). Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms (2nd Ed.). San Francisco, CA: Jossey-Bass.
Lee, V. S. (Ed.). (2004). Teaching & Learning Through Inquiry: A Guidebook for Institutions and Instructors. Sterling, VA: Stylus.
Amador, J.A., Miles, L., & Peters, C.B. (2006). The Practice of Problem-Based Learning: A Guide to Implementing PBL in the College Classroom. Bolton, MA: Anker Publishing.
Duch, B. J., Groh, S. E., & Allen, D. E. (Eds.). (2001). The Power of Problem-Based Learning: A Practical "How To" for Teaching Undergraduate Courses in Any Discipline. Sterling, VA: Stylus.
Faculty Assessment and Portfolio Resources
Succeed as a faculty member at Tallahassee Community College. Tools and resources are provided by CPE for the Faculty Assessment and Portfolio process. Supervisors are the primary contact for the process and can provide feedback and direction for faculty members.
Timelines for Faculty Assessment and Portfolios
- Faculty member develops goals
- Faculty member and supervisor meet and agree on goals
At the end of the semester, the faculty member will complete the following:
- Provide a brief summary of the results of each goal for each of the four areas listed on the Talent Management System
- Under fundamental competencies, list accomplishments and areas for development
- Write one goal for each of the essential job functions for the next evaluation period
- Update outside employment section
- The supervisor rates and comments on goals and activities
- The faculty member and the supervisor meet to review
Faculty members are encouraged to develop and modify the required documents each year to discuss in the annual review as preparation for the five-year review.
The TCC District Board of Trustees Policy 05-03 Assessment and Evaluation outlines the expectations and requirements for portfolios. Faculty on annual contract and post award-review are expected to complete portfolios.
The required elements of the portfolio align with the supporting documents for the Talent Management System with the exceptions of two items: Teaching Philosophy and Instructional Innovations. Resources are available in the Online Modules and Workshops section of this website to provide information, inventories, and examples for developing or revising a teaching philosophy. Instructional innovations may be included in the Talent Management System in the instructional goals section or under the fundamental competencies. These may be reflected upon in the portfolio.
In the optional components of the portfolio, curricular revisions are included in the Talent Management System, making it easy to include this information in the portfolio. All of the other optional items may be included.
Portfolio Materials Provided by Others
Classroom observations, student course evaluations and student success data are included in the Talent Management System. Faculty members completing a portfolio will ask a peer to review the required items of the portfolio and provide feedback to be included in the portfolio. The peer should be someone who teaches in the same field because of the nature of the items the peer is reviewing. If there isn't another full time faculty member who teaches in the same field, then another faculty member in the same division may serve as the peer reviewer.
In most cases, results of employer surveys are not available. If applicable, the supervisor will provide them. Typically, employer surveys are conducted in healthcare professions.
Talent Management System
The Talent Management System contains the employee's position description, as well as performance planning and evaluation. The objectives are to establish clear performance expectations and provide systematic feedback to assist the employee in achieving optimal expectation standards and goals.
The Talent Management System for faculty is based on TCC District Board of Trustees Policy 05-07 and is an annual evaluation process that is aligned with the evaluation process for all employees at TCC.
Under the instruction job function of the Talent Management System, faculty members are required to include syllabi. Faculty should ensure syllabi are in compliance with TCC District Board of Trustees Policy 05-12 and Procedure 05-12AP.
Classroom Observation Assessment
Supervisors complete classroom observations using the Classroom Observation form. The form is included as a supporting document of the Talent Management System. View the Class Observation Worksheet.
Student Course Evaluations
Student Course Evaluations, which are now known as IDEA Student Ratings of Instruction, provide a system of feedback that naturally lead to goals for the following year. The opportunity to select essential and important objectives adjusts the results in a manner that accounts for extenuating factors. Find more information about IDEA Students Rating of Instruction. Access your reports here.
Student Success Data
Student Success Data is provided in the Faculty and Staff Portal with directions and a link at the bottom of the page. The information takes a few minutes to load. Make sure to click to page two for comparisons to other instructors' success rates in your division. Access the student success data.