The Kentucky Community & Technical College System

1
The Kentucky Community Technical College
System and Bowling Green Technical
College Welcomes You To New Faculty Seminar
2
The Community Technical College Mission
Philosophy
3
Overview
History Concepts Philosophy Challenges Focus
Mission
4
History
European Industrial Revolution
Agriculture Based Education
Morrill Act
Teacher Education
First Community College
Late 18th Early 19th Century
1800s
1862
1880
1901
5
Community Technical College Beginnings
Joliet Junior College founded 1901
6
History
Smith Hughes Act
Truman Report
GI Bill
AACC
1917
1944
1947
1921
7
Early Concepts

• Smith-Hughes Act 1917
• Provided Federal funding for vocational education
  
• Promoted segregated curriculum
• AACC (formerly AAJC) 1921
• Strengthened junior colleges
• Depression of the1930s
• CC responded to unemployment
• GI Bill 1944
• Increased educational options
• Truman Commission Report 1947
• Recognized the need for community-based colleges

8
History
Brown Vs. BOE
Little Rock Arkansas
Perkins Act
Civil Rights Act
DOE Created
1954
1957
1963
1964
1979
9
Early Concepts

• 1950 National Science Foundation 1951
• Science technology
• 1954 Brown v. Board of Education
• Desegregation
• 1955 Little Rock, Arkansas
• 1957 Sputnik
• Space age and satellite technology

10
Community/Technical College Beginnings

• 1963 Perkins Act
• Integrated programs
• Competency-based applied learning
• Higher order reasoning
• Problem solving skills
• Occupational-specific skills

Carl D. Perkins U.S. House of Representatives -
KY
11
Indeed the community college seemed to be the
Ellis Island of higher education.
George Vaughan
12
KCTCS VIDEO
13
Creation of KCTCS

• May 1997 HB1 KY Postsecondary Education
  Improvement Act
• July 1997 The Governor appointed 8 Regents to
  the KCTCS Board
• October 1997 6 Regents elected from college
  faculty, staff and students

14
Creation of KCTCS

• January 1998 University of KY transfers 13
  community colleges to KCTCS
• July 1998 KY TECH (state government) transfers
  15 technical postsecondary schools to KCTCS
• Dec. 1998 KCTCS Board of Regents hires Dr.
  Michael B. McCall, founding president of KCTCS

15
Creation of KCTCS

• 1998 - SACS approves substantive change
• 1999 - Board of Regents approves consolidation
• 2003 - 5th Anniversary of KCTCS
• 2004 LCC joins KCTCS

16
Creation of KCTCS
District structure merger of 29 colleges to 16
districts
17
Bowling Green Technical College
18
In the beginning

• Western Trade School - 1939

19
CAMPUSES
20
BOWLING GREEN TECHNICAL COLLEGE

• July 2005 Bowling Green
  Technical College welcomed Dr.
  Nathan Hodges as its new President/CEO

21
BGTC VIDEO
22
Philosophy of the Community Technical College

• Continuous improvement
• Development of the whole student
• Emphasis on teaching and learning
• Access
• Responsiveness

23
Learning Styles

• I never teach my pupils I only attempt to
  provide the conditions in which they can learn.

Albert Einstein
24
Learning Styles
3 Basic Types Visual Auditory Tactile or
Kinesthetic
25
Visual Learners

• Learn best when information is presented visually
  and in a written format.
• Examples Using the board, overheads, video,
  PowerPoint, handouts, outlines, Internet,
  demonstrations, charts, diagrams, and web
  enhanced courses

26
Auditory Learners

• Learn best when information is presented orally.
• Examples Lectures, class discussions, detailed
  explanations, oral presentation, taped lectures,
  learning communities/study groups, and oral
  summaries or chapter reviews

27
Tactile or Kinesthetic Learners

• Learn best when information is presented by
  doing.
• Examples Lab settings, in-class demonstrations,
  field work such as clinical, internships, co-ops,
  group projects, interactive CDs

28
Four Dimensions of Learning Styles

• Cognitive
• Communication
• Relational Styles
• Motivational Styles

29
Levels of Cognitive Learning
Memorization Understanding Application
30
Memorization

• Involves rote learning.
• The learner encodes facts of an association
  between a stimulus and a response.

31
Understanding

• Meaningful learning.
• Relates new ideas to prior knowledge.

32
Application

• Transfer learning.
• Identify commonalities.

33
Characteristics of Effective Teaching
To teach well is to make a difference in all
the lives you touch. Donna
Bulger
34
Four Areas of Competence for Effective Teaching

1. Understanding of human behavior
2. Attitude that promotes learning and
   relationships
3. Knowledge of the subject area
4. Acquired teaching skills that facilitate learning.

35
Three Skills for Effective Teaching

1. Identify learner outcomes
2. Facilitate the lesson
3. Assess outcomes

36
Characteristics of an Effective Teacher

• Demonstrates knowledge of the subject area.
• Is enthusiastic!
• Has well planned lessons.
• Uses teaching aids effectively.
• Uses a variety of instructional aids.
• Is concerned for the students progress.

37
More Characteristics of an Effective Teacher

• Interacts with the students.
• Provides constructive feedback.
• Respects the students.
• Uses probing questions.
• Provides praise.
• Establishes eye contact with all students.
• Is fair to all students.

38
More Characteristics

• Discusses viewpoints other than their own.
• Use humor effectively.
• Enjoys teaching!
• Smiles!
• Speaks in an expressive way.
• Answers students questions.

39
Still More Characteristics 

• Talks with students . 
• Reminds students of assignment and test dates. 
• Provides test reviews and gives examples. 
• Acknowledges diversity in learners and their cultu
  res. 
• Provides intellectual challenge. 
• Makes the learning experience memorable.

40
Modeling Appropriate Behavior
Teachers affect eternity they can never tell
where their influence stops. Henry Brooks Adams
41
Appropriate Professional Behavior

• Behaves ethically.
• Works effectively.
• Maintains positive professional attitude.
• Responds appropriately to stress!
• Meets professional responsibilities.
• Wears appropriate attire for the profession.

42
Appropriate Student/Teacher Relationships

• Refrain from getting too close.
• Refrain from touching.
• Turn down requests from students to attend
  off-campus parties.

43
How to Keep Yourself in the Classroom and Out of
the Courtroom

• Never invite a student to your home.
• Never engage in physical relationships with
  students.
• Never tell inappropriate jokes, make
  inappropriate comments, display inappropriate
  pictures, or make inappropriate gestures in class.

44
Professionalism is knowing how to do it, when to
do it, and doing it.Frank Tyger
45
Classroom Management
46
KCTCS Consensual Relationships Policy
Consensual relationships between instructor and
student or supervisor and employee are
discouraged. (3.3.1.4) http//www.kctcs.edu/employ
ee/policies/volumeII/volII3-3-1.pdf
47
KCTCS is committed to providing a work
environment that is pleasant and professional.
48
KCTCS Student Code of Conduct
49
What do faculty need to know?

• Where to find it
• http//www.kctcs.edu/student/code.htm
• What does it cover?
• How do I use it?
• Whom to refer to for questions.

50
Article I What does it say?

• Students have rights
• Student publications.
• Provisions of the Family Educational Rights and
  Privacy Act of 1974.
• http//www.ed.gov/policy/gen/guid/fpco/ferpa/index
  .html

51
Article II What does it say?

• Lists the six academic rights of students.
• Defines Academic offenses in KCTCS.
• Sanctions available to the faculty.
• Lists rights and responsibilities of students
  when sanctioned for academic offenses.
• Outlines Appeals Process.
• Identifies College Appeals Board roles and
  responsibility.

52
Compliance with Federal Laws or Regulations
53
1973 Federal Rehabilitation Act http//www.dol.gov
/oasam/regs/statutes/sec504.htm
This Act prohibits discrimination on the basis
of disability in programs conducted by federal
agencies, and programs receiving federal
financial assistance.
1990 Americans With Disabilities
Act http//www.usdoj.gov/crt/ada/adahom1.htm
The ADA is designed to make sure that public and
commercial facilities are accessible to disabled
person, so long as the accommodations are not
structurally impracticable. Title II covers
all activities of postsecondary educational
institutions whether or not they receive Federal
funds.
54
KCTCS Policies and Procedures for Disability
Services

• The KCTCS policy states that regarding programs
  or activities
• No otherwise qualified person with a disability
  be excluded from participating
• Be denied the benefits of the program or
  activity
• Or otherwise be subjected to discrimination.

55
College Rights

• Maintain and require academic and technical
  standards.
• Request the student to provide relevant
  documentation.
• Discuss a students need for reasonable
  accommodations with professional source.
• Provide reasonable accommodation(s) on a
  case-by-case basis.
• Deny a request for accommodations that is
  inappropriate or unreasonable and would create an
  undue hardship on the college.

56
Colleges Responsibilities

• Provide appropriate settings for courses,
  programs, services, jobs, activities, and
  facilities.
• Make available information regarding policies and
  procedures.
• Evaluate students on their abilities.
• Provide reasonable and appropriate
  accommodations.
• Maintain confidentiality.

57
Student Rights

• Equal access to courses, programs, services, job,
  activities, and facilities.
• Reasonable and appropriate accommodations
  determined on a case-by-case basis.
• Appropriate confidentiality
• Access to information.

58
Student Responsibilities

• Disclose the fact that they have a disability to
  receive accommodations.
• Provide diagnostic verification.
• Be informed of specific procedures.
• Inform the disability services coordinator and/or
  instructor about within one week of delivery of
  services.
• Contact the Disability Service Coordinator if
  reasonable accommodations are not implemented in
  an effective or timely way.

59
Faculty Responsibilities

• Make available the name and contact information
  on each syllabus. (20 point font)
• Receive appropriate information from the ADA
  Coordinator.
• Provide reasonable accommodations when requested
  by the ADA Coordinator.
• Discuss with the student.
• Contact the ADA Coordinator for questions.

60
How to Implement Accommodations

• Confidentiality.
• Not special treatment, but equal chances of
  success.
• Persons with disabilities are entitled to
  accommodations.
• May or may not need a specific accommodation in
  every class.
• What are their suggested accommodations.
• May not be eligible for accommodations on
  standardized test.
• Make sure they are registered with disabled
  services.

61
How to Implement Accommodations

• If in doubt contact disability services.
• Disability services will determine need to
  know.
• Do not give more accommodations than requested.
• The person with the disability must request the
  help.
• The coordinator of disability services has the
  right to refuse an accommodation.
• The faculty member should not give a person an
  accommodation if the person was refused the
  accommodation by disability services.
• Accommodations are not retroactive.
• The accommodation does not go into effect until
  it is verified by disability services.

62
How to Implement Accommodations

• Must make accommodations field trips.
• Must check to see if the places you wish to go
  are accessible or offer alternate experience.
• VCR tapes must be closed captioned.
• Internet must be accessible to persons with sight
  impairments.
• Be open to universal ways of teaching.
• The Disability Coordinator cannot give
  accommodations to people who are not disabled.

63

Faculty members can learn more about specific
disabilities and their responsibilities at the
BGTC Disability Services Website http//www.bowlin
ggreen.kctcs.edu/disability_services.php
64

• Classroom Management
• - Safety Issues -

65
KCTCSAdministrative Policies and Procedures
documents approved policies for this area.
http//www.kctcs.edu/employee/policies/volumeII/
volII3-3-6.pdf
66
Faculty members should be familiar with their
responsibilities

• Know safety and health standard rules.
• Report hazardous conditions, injuries or
  illnesses.
• Use personal protective equipment.
• Use approved equipment.

67
Students are also responsible for all safety
standards and rules.
68
Questions regarding safety in the classroom or on
campus, please refer toBGTCs Safety Manual

• http//www.bowlinggreen.kctcs.edu/pdf/Safety20Man
  ual202007-2008-Revised.pdf

69
Classroom Methodology
70
What do I facilitate?

• Lesson based on
• learner outcomes
• course competencies
• What is important for your students to know
  and/or do?
• Learner outcomes communicated to students in the
  syllabus.

71
Plan for Designing Delivering Learning Outcomes
Design Backward
Based on intended learning outcomes for
The Academic Program
The Institution
The Course
The Unit
The Lesson
Deliver Forward
(W. Spady, personal communication, October 28,
1998)
72
Syllabus Checklist
___ Instructors E-mail ___ Instructors Office
Location and Office Hours ___
Required Text(s) and Supplies ___ Approved Course
Competencies ___ Course Outline ___
Course Structure ___ Technology/Media
Component ___ Course Requirements and
Evaluation/Grading Policy ___ Distance
Learning Courses ___ Attendance Policy
Course Number PeopleSoft Number Semester
Faculty The course syllabus includes the
following items ___Course Prefix Number ___
Course Title ___ Course Credit Hours ___ Official
Course Description ___ Course Prerequisites ___
Facultys Name ___ Facultys Phone
Number
73
Syllabus Checklist

• ___ Withdrawal Policy
• ___ Statement of Student Cheating Plagiarism
• ___ Americans with Disabilities Act Statement
  (ADA)
• ___ Grievance Procedure
• ___ Lesson Plans Complete for all above listed
  courses
•  
• ALL COURSE SYLLABI MUST INCLUDE THESE ITEMS
• Instructor Signature
• Division Chair Signature
• Review by CAO

74
Mode of Delivery

• Lecture
• Lab
• Clinical
• Distance Learning

75
What is My Instructional Plan?

• Learner Outcomes
• Do they assess
• Level of student achievement.
• Connection to overall course objectives.
• Purpose for each class.

76
What is My Instructional Plan?

• Are they
• Descriptive of a learning outcome.
• Measurable.
• Clear.
• Learner centered.
• Inclusive of all levels of Blooms Taxonomy.

77
Categories in the Cognitive Domain
Blooms Taxonomy Knowledge Comprehension
Application Analysis Synthesis Evaluation
78
How Do I Assess Learning?

• Formative Informal, immediate assessment of
  student understanding used before progressing to
  future objectives.
• Summative Formal assessment of student mastery
  of several objectives.
• Reflective Instructor self-evaluation.

79
The Assessment Process
Formulate statements of intended learning
outcomes
Develop or select assessment measures
Discuss use assessment results to improve
learning
Create experiences leading to outcomes
Huba Freed, 2000
80
Formative

• Focused Listing
• Directed Paraphrasing
• Self-diagnostic Learning Logs       
• One-sentence summaries
• One-minute paper
• Assessment cards       
• Student-generated quizzes
• Classroom Assessment Techniques A handbook for
  faculty (Cross and Angelo, 1988)

81
Summative

• Based on your learner outcomes.
• Should reflect both the content and level of
  experiencing the content. (ex. You would not
  expect a student to read about riding a bicycle
  then demonstrate proficiency in riding.)
• Alternative evaluations
• Performance Tests
• Take-home and open-book application tests
• Group Exams
• Portfolios

82
What is My Instructional Plan?

• Does your
• Student assessments match the learner outcome.
• Assessment requires learner to meet the outcome.
• Formative
• Summative

83
Lesson Plan

• Beginning
• Review previous lesson
• Provide overview of lesson
• Establish learner outcomes
• Middle
• Provide appropriate method of instruction

• Ending
• Establish closure
• Summarize lesson objective
• Summarize conclusion of session
• Assessment
• Conduct formative and/or summative assessment of
  lesson

84
Beginning the Lesson

• Get the students attention.
• Establish expectations for what is to be learned.
  (Learner Outcomes)
• Motivate the students.
• Use the students prior knowledge.

85
Generating Productive Discussions

• Ask stimulating questions.
• Help students articulate their ideas.
• Encourage collaborative learning.

86
Ending the Lesson

• Makes you aware of the time needed to complete a
  lesson.
• Helps students retain the important information.
• Increases the probability for recall.
• Assesses learner outcomes.

87
Organizational Tools

• What are your equipment needs?
• Is it in working order?
• Do you know how to use or fix it?
• Practice, practice, practice!
• Are handouts clear and organized?
• Are board work or AV presentations readable?
• Can you see the material from the back?
• Do you require IT scheduling?
• Does the course have Distance Learning
  components?
• Did you establish office hours/conference
  time/e-mail communication?
• Do you have a back-up plan?

88
How do I facilitate the lesson?

• Multiple teaching methodologies for multiple
  learning styles
• Plan for variety
• Tailor methodologies to objectives
• Refine questioning techniques
• Encourage discussion
• Facilitate collaborative Learning.

89
Lecture

• Key factors
• Practice and Develop Skill
• Set tone and climate
• Incorporate variety.
• Set, Body, Closure!

90
Questioning/Discussion
Adds Critical Thinking Active Involvement
Exchange of Ideas Plan! Plan! Plan!
Questioning and discussion are NOT spontaneous
or off the cuff!
91
Collaborative Learning
Facilitates Communication skills
Interdependence Problem solving Organizational
skills Examples Case studies Role
play Simulation Think-Pair-Share
Presentations/Projects
92
Reflective Assessment

• Did you meet your learner outcomes?
• How were techniques received by students?
• What modifications did you make in your plan, if
  any?
• What modifications will you make in your plan
  when teaching this in the future?

93
Other Duties as Assigned

• Advising
• Community Service
• Budget management
• Committee work
• Leadership
• Janitor, carpenter, inventor, actor, caterer,
  writer, nurse, Jack/Jill of all trades

94
Promotion Procedures

• Attend available workshops
• Promotion Chairperson
• PowerPoint Training Materials Website
• http//www.kctcs.edu/employee/academicaffairs
  .cfm

95
Additional Faculty Resources

• Mentoring Program (pg 14 BGTC Faculty Handbook)
  http//www.bowlinggreen.kctcs.edu/pdf/BGTC20Facul
  ty20Handbook20-20Final20Draft022208.pdf
• Teacher Consultation Program (TCP)
• http//www.kctcs.edu/employee/tcp/welcome.htm
• POD Coordinators / Teaching Learning Centers
  http//www.kctcs.edu/prodev/tlss_coordinators.cfm
  
• Teaching Learning Support Services
  http//www.kctcs.edu/prodev/index.cfm
• Online Tutorial for Faculty Students
  http//unity.kctcs.edu/docushare/dsweb/View/Collec
  tion-8295

96
Additional Faculty Resources

• TLSS Resources
• http//www.kctcs.edu/prodev/tlss_resources.cfm
• League for Innovations http//www.league.org/index
  .cfm
• American Association of Community Colleges
  http//www.aacc.nche.edu/Pages/default.aspx
• American Association of Higher Education
  http//www.aahea.org/
• Learning College http//www.league.org/league/proj
  ects/lcp/index.htm

97
Additional Faculty Resources

• Internet Resources for Higher Education Outcomes
  Assessment http//www2.acs.ncsu.edu/UPA/assmt/reso
  urce.htm
• CPE Web Site
  http//cpe.ky.gov/
• POD Network
  http//www.podnetwork.org/
• Faculty Development Associates http//www.developf
  aculty.com/
• Promotion Training Materials http//www.kctcs.ed
  u/employee/academicaffairs.cfm

98
Learner-Centered Environment
Teaching and learning are inseparable parts of a
single continuum more Mobius strip than circle
of reciprocal giving and receivingAll teach
and all learn. (Christensen, 1991, p. 99)