Professional Development

Cal State Long Beach Data Fellows Program

California State University Long Beach (CSULB)
The program was created to fill an internal need. We had, and have, data-rich pockets on campus, but all users were not necessarily savvy enough to take advantage of the data and ask the right questions. Date need to be tailored to many different unit's needs, and faculty, staff and administrators look at data differently. Data that were being "pushed out" did not necessarily meet users' needs. We are creating a "data pull" environment in which the various units on campus can appropriately target CSULB's graduation rates and achievement gaps.

The Data Fellows program identifies data-interested people across campus; trains them in higher order data management and data accession skills; and trusts them to ask appropriate questions in the broad context of student success. Furthermore, the program encourages and enhances collaboration and problem-solving across units.

Brian Jersky

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The Northern Way

Northern State University
53% of students and parents say that the service they receive from a college during the “shopping process” influences their selection decision (Longmire & Company, 2016). According to Longmire & Associates (2016), Colleges/Universities rank below the cell phone industry on customer service – which is near the bottom of all industries!

To treat our students, families, guests, fans, and prospective students to the best possible experience – one that is a “step-above” any other University. This experience would include friendliness, cleanliness, courtesy and the highest level of professionalism found in higher education.

Joelle Lien

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Cross-Institution Faculty of Color Mentorship Program

Washington State Board for Community and Technical Colleges
Despite efforts to diversify hiring and recruiting practices, the number of full-time faculty of color across the state has remained within 14-17% since 2010. National research shows that faculty of color experience unique challenges that are systemic and remain unaddressed: hidden workloads, campus climate issues, and lack of transparent supports. Research also maintains that mentorship can address many of these issues. The Cross-Institution Faculty of Color Mentorship Program endeavors to expand our system’s ability to mentor, retain, and provide the needed support for faculty of color. While this program supports our current faculty, it will indirectly impact future recruitment and hiring.

Faculty in our Washington State CTC system have access to a variety of different kinds of mentoring on their campuses. Some of these are formal (i.e. tenure committees or a mentorship program sponsored by their department or institution) and others are informal. This program is not intended to replace the valuable mentorship faculty members already have access to at their institutions.

However, there are very few, if any, formal supports for faculty of color as they navigate the well-researched and documented obstacles, barriers, and challenges unique to people of color holding a faculty role in historically white institutions. Therefore, this program is designed to offer a kind of mentoring not available consistently at all of our 34 CTCs. As an example, many faculty of color suffer long-term exhaustion from what is termed “invisible workload” – work that their colleagues from systemically dominant populations do not see or experience themselves. For example, they often have larger “informal” advisee loads, asked to sit on multiple committees to “diversify” the team, and are looked to as the experts to take on diversity, equity, and inclusion initiatives on campus. In addition, many faculty of color experience both microaggressions and macroagressions in their classrooms (from students) and from colleagues as they perform the work of the institution (department meetings, committee work, etc.)

As a result of the low numbers of faculty of color state-wide, often a faculty member of color is the only person of color in a department or program. Therefore, there is no one to turn to at their respective individual institutions who has also experienced these significant challenges as they manifest in the faculty role. This can lead to isolation and burnout. Furthermore, there is a need to process traumatic experiences and heal from them so one can continue supporting students. This mentorship program offers faculty of color a unique opportunity to feel connected with others who experience similar challenges, to learn and heal from and with each other.

Average: 4.9 (15 votes)
Dr. Sachi Horback

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LibGuides CMS

Western Dakota Technical Institute's Library Services
Within academic institutions' course management systems, resources and content-sharing are limited, resulting in a degree of siloing among and between campus entities. The LibGuides CMS tool allows flexible access to information; includes tools such as analytics, surveys/reports, and discussion posts to aid in evaluation and communication, and requires no special programming or HTML knowledge.

WDT LibGuides CMS allows WDT's library, librarians, and resources to have high visibility and versatility both on- and off-campus. We are a commuter college, are growing our online programs, and have a sizable adjunct faculty, so it is vital that our online presence be robust, which includes ease of navigation and access to high quality, concentrated resources. Instead of expecting students to meet us where we are, our intention is to meet them where they are. Our LibGuides contain resources that start at admissions (preparing for Accuplacer exams) to completion (career resources, preparing for certification exams) and span everything in between (financial and information literacy, successful study skills, as well as customized course- and program-specific resources. Collaboration is key to the success of our LibGuides. Faculty and departmental staff work with us in mission-driven initiatives as well as students suggesting content to improve their skills in everything from style formatting to anatomy drill and practice.

Sheila Hansen

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Faculty Handbook

Laramie County Community College (LCCC)
We live in the information age yet communication challenges are consistently cited by CEOs as an organizational deficiency. LCCC needed a structure to assure that adjunct and full-time faculty have current and relevant information about expected practices. A handbook has served this need in the past, however printed documents quickly become outdated. An online handbook was envisioned as a singular, authoritative, up-to-date reference for all LCCC faculty that is easily maintainable.

The LCCC Faculty Handbook guides all faculty in carrying out the expected practices that pertain to the faculty role at the College. The Handbook was developed to replace the previous inconsistent practice of providing a printed manual that served as a general “how to” for classroom management but lacked the responsive, comprehensive, and collaborative structure to meet faculty’s needs. The Handbook is meant to provide timely assistance for the successful accomplishment of faculty responsibilities whether they are carried out by a long-term and full-time faculty member, or by a newly-hired adjunct faculty member with only superficial knowledge of the faculty role at LCCC.

Kari Brown-Herbst

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Training & Professional Development's Open Resources


Provide quality professional development to the member campuses and CCCOnline faculty freely on the web and help with versioning/revisions of materials in multiple training sections over time.

The sharing of our resources openly began in 2007 and has continued with the support of the CCCOnline and CCCS administration, collaboration with CCCOnline's ProfHelp, and feedback and materials creation by numerous faculty and staff with CCCOnline. Visit our Faculty Wiki from:

Aarthi Ramesh

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