The Kentucky Community & The Kentucky Community & Technical College System Technical College System

andandBowling Green Technical Bowling Green Technical

CollegeCollegeWelcomes Welcomes

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New Faculty SeminarNew Faculty Seminar

The Community & The Community & Technical College Technical College

Mission & PhilosophyMission & Philosophy

Overview

History Concepts

Philosophy Challenges

Focus Mission

History

1800s

Agriculture Based

Education

1862

Morrill Act

1880

Teacher Education

1901

First Community

College

Late 18th

Early 19th

Century

European Industrial Revolution

Community & Technical College Beginnings

Joliet Junior College founded 1901

History

1917

Smith Hughes

Act

1921

AACC

1944

GI Bill

1947

Truman Report

Early Concepts • Smith-Hughes Act 1917

– Provided Federal funding for vocational education

– Promoted segregated curriculum

• AACC (formerly AAJC) 1921 – Strengthened junior colleges

• Depression of the1930’s – CC responded to unemployment

• GI Bill 1944 – Increased educational options

• Truman Commission Report 1947 – Recognized the need for community-based

colleges

History

1954

Brown Vs.

BOE

1957

Little Rock Arkansas

1963

Perkins Act

1964

Civil Rights

Act

1979

DOE Created

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

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

“Indeed the community college seemed to be the Ellis Island of higher education.”

George Vaughan

KCTCS VIDEOKCTCS VIDEO

• 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

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

Creation of KCTCS

• 1998 - SACS approves substantive change

• 1999 - Board of Regents approves consolidation

• 2003 - 5th Anniversary of

KCTCS • 2004 – LCC joins KCTCS

Creation of KCTCS

District structure – merger of 29 colleges to 16 districts

Creation of KCTCS

Bowling Green Technical Bowling Green Technical CollegeCollege

In the beginning………In the beginning………

Western Trade School - 1939Western Trade School - 1939

CAMPUSESCAMPUSES

BOWLING GREEN TECHNICAL BOWLING GREEN TECHNICAL COLLEGECOLLEGE

July 2005 – July 2005 – Bowling Green Bowling Green Technical College Technical College welcomed welcomed Dr. Nathan Hodges Dr. Nathan Hodges as it’s new as it’s new President/CEO President/CEO

BGTC VIDEO

Philosophy of the Community & Technical

College

• Continuous improvement • Development of the whole

student • Emphasis on teaching and

learning • Access • Responsiveness

Learning Styles

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

Albert Einstein

Learning Styles

3 Basic Types Visual

Auditory Tactile or Kinesthetic

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

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

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 CD’s

Four Dimensions of Learning Styles

•Cognitive •Communication •Relational Styles •Motivational Styles

Levels of Cognitive Learning

Memorization Understanding

Application

Memorization

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

Understanding

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

Application

•Transfer learning. •Identify commonalities.

Characteristics of Effective Teaching

“ To teach well is to make a difference in all the lives you touch.”

Donna Bulger

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.

Three Skills for Effective Teaching

1. Identify learner outcomes

2.Facilitate the lesson

3.Assess outcomes

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.

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.

More Characteristics

• Discusses viewpoints other than their own.

• Use humor effectively.

• Enjoys teaching! • Smiles!

• Speaks in an

expressive way. • Answers students

questions.

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 cultures. 

• Provides intellectual challenge. 

• Makes the learning experience memorable.

Modeling Appropriate Behavior

“Teachers affect eternity; they can never tell where their influence stops.”

Henry Brooks Adams

Appropriate Professional Behavior

• Behaves ethically. • Works effectively. • Maintains positive

professional attitude.

• Responds appropriately to stress!

• Meets professional responsibilities.

• Wears appropriate attire for the profession.

Appropriate Student/Teacher

Relationships

• Refrain from getting too close. • Refrain from touching. • Turn down requests from

students to attend off-campus parties.

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.

“Professionalism is knowing how to do it, when to do it, and doing it.”Frank Tyger

Classroom Management

KCTCS “Consensual

Relationships Policy”

Consensual relationships between instructor and student or supervisor and employee are discouraged. (3.3.1.4) http://www.kctcs.edu/employee/policies/volumeII/volII3-3-1.pdf

KCTCS is committed to providing a work environment

that is pleasant and professional.

KCTCS Student Code of Conduct

• Where to find it: http://www.kctcs.edu/student/c

ode.htm •What does it cover? •How do I use it? •Whom to refer to for

questions.

What do faculty need to know?

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

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.

Compliance with Federal Laws or Regulations

1973 Federal Rehabilitation Acthttp://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 Acthttp://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.

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.

College Rights

• Maintain and require academic and technical standards.

• Request the student to provide relevant documentation.

• Discuss a student’s 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.

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.

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.

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.

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.

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.

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.

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.

Faculty members can learn

more about specific disabilities and their

responsibilities at the: BGTC Disability Services

Websitehttp://www.bowlinggreen.kctcs.edu/disability_services.php

Classroom Management

- Safety Issues -

KCTCS“Administrative Policies

and Procedures” documents approved policies for this area.

http://www.kctcs.edu/employee/policies/volumeII/volII3-3-6.pdf

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.

Students are also responsible for all safety

standards and rules.

Questions regarding safety in Questions regarding safety in the classroom or on campus, the classroom or on campus,

please refer toplease refer toBGTC’s Safety ManualBGTC’s Safety Manual

http://www.bowlinggreen.kctcs.edu/pdf/Safety%20Manual%202007-2008-Revised.pdf

Classroom Methodology

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.

Plan for Designing & Delivering Learning

OutcomesDesign Backward

Deliver Forward

Based on intended learning outcomes for:

The Lesson The Unit The CourseThe

Academic Program

The Institution

(W. Spady, personal communication, October 28, 1998)

Syllabus ChecklistCourse Number PeopleSoft NumberSemester FacultyThe course syllabus

includes the following items:

___Course Prefix & Number

___ Course Title___ Course Credit

Hours___ Official Course

Description___ Course

Prerequisites___ Faculty’s Name___ Faculty’s Phone

Number

___ Instructor’s E-mail___ Instructor’s 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

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

Mode of Delivery

•Lecture •Lab •Clinical •Distance Learning

What is My Instructional Plan?

•Learner Outcomes

•Do they assess: •Level of student achievement.

•Connection to overall course objectives.

•Purpose for each class.

What is My Instructional Plan?

•Are they: •Descriptive of a learning

outcome. •Measurable. •Clear. •Learner centered. •Inclusive of all levels of

Bloom’s Taxonomy.

Categories in the Cognitive Domain

Bloom’s Taxonomy Knowledge

Comprehension Application

Analysis Synthesis Evaluation

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.

The Assessment Process

Huba & Freed, 2000

Discuss & use assessment results to improve learning

Formulate statements of intended

learning outcomes

Develop or select assessment

measures

Create experiences leading to outcomes

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)

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

What is My Instructional Plan?

•Does your: •Student assessments match the

learner outcome. •Assessment requires learner to

meet the outcome. •Formative •Summative

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

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.

Generating Productive Discussions

• Ask stimulating questions. • Help students articulate their

ideas. • Encourage collaborative

learning.

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.

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?

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.

Lecture

• Key factors: • Practice and

Develop Skill; • Set tone and

climate; • Incorporate

variety. •

•Set, Body, Closure!

Questioning/Discussion

Adds: Critical Thinking Active Involvement Exchange of Ideas

Plan! Plan! Plan! Questioning and discussion are

NOT spontaneous or off the cuff!

Collaborative LearningFacilitates: Communication skills Interdependence Problem solving Organizational skills Examples: Case studies Role play Simulation Think-Pair-Share

Presentations/Projects

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?

“Other Duties as Assigned”

• Advising • Community Service • Budget management • Committee work • Leadership • Janitor, carpenter, inventor,

actor, caterer, writer, nurse, Jack/Jill of all trades

Promotion ProceduresPromotion Procedures

Attend available workshopsAttend available workshops Promotion ChairpersonPromotion Chairperson PowerPoint & Training Materials PowerPoint & Training Materials

Website: Website:

http://www.kctcs.edu/employee/academicaffairs.cfm

Additional Faculty Additional Faculty ResourcesResources Mentoring Program (pg 14 BGTC Faculty Handbook) Mentoring Program (pg 14 BGTC Faculty Handbook)

http://www.bowlinggreen.kctcs.edu/pdf/BGTChttp://www.bowlinggreen.kctcs.edu/pdf/BGTC%20Faculty%20Handbook%20-%20Final%20Faculty%20Handbook%20-%20Final%20Draft022208.pdf %20Draft022208.pdf

Teacher Consultation Program (TCP)Teacher Consultation Program (TCP)

http://www.kctcs.edu/employee/tcp/welcome.htm http://www.kctcs.edu/employee/tcp/welcome.htm POD Coordinators / Teaching & Learning Centers POD Coordinators / Teaching & Learning Centers

http://www.kctcs.edu/prodev/tlss_coordinators.cfm http://www.kctcs.edu/prodev/tlss_coordinators.cfm Teaching & Learning Support Services Teaching & Learning Support Services

http://www.kctcs.edu/prodev/index.cfm http://www.kctcs.edu/prodev/index.cfm Online Tutorial for Faculty & Students Online Tutorial for Faculty & Students

http://unity.kctcs.edu/docushare/dsweb/View/Collectiohttp://unity.kctcs.edu/docushare/dsweb/View/Collection-8295 n-8295

Additional Faculty Resources

• TLSS Resourceshttp://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/projects/lcp/index.htm

Additional Faculty Additional Faculty ResourcesResources • Internet Resources for Higher

Education Outcomes Assessment http://www2.acs.ncsu.edu/UPA/assmt/resource.htm

• CPE Web Site http://cpe.ky.gov/

• POD Network http://www.podnetwork.org/

• Faculty Development Associates http://www.developfaculty.com/

• Promotion Training Materials: http://www.kctcs.edu/employee/academicaffairs.cfm

Learner-Centered Environment

“Teaching and learning are inseparable parts of a single continuum – more Mobius strip than circle – of reciprocal giving and receiving…All teach and all learn.”

(Christensen, 1991, p. 99)