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The general purpose of the EICC Quality Faculty Plan is to provide a consistent methodology for improving both individual faculty and overall institutional performance. To promote faculty development, it is necessary to align with the mission and vision of teaching excellence and student learning. This allows EICC to maintain a process to provide accountability to its constituencies, such as its accrediting agencies, students, advisory committees, community, etc.
EICC is committed to providing professional development opportunities that allow faculty to improve classroom instruction techniques, assessment of learning, program development and professional growth. Resources for professional development opportunities have been allocated and will be awarded through an application process annually.
New Full-Time Faculty
The first three consecutive years of employment are considered a probationary period for EICC full-time faculty.
Prior to the start of the term, new faculty will:
- Participate in New Faculty Teaching Institute (NFTI) faculty orientation examining topics such as:
- Diverse Learners
- Technology - Learning Management System
- Community College Philosophy and History
- Instructional Strategies
- Evaluation and Assessment of Learning Outcomes
During the first year of employment, new faculty will:
- Complete the New Faculty Development Course (NFDC)
- Collaborate with an assigned faculty mentor
- Record professional development and assessment activities on their Quality Faculty Plan
*If teaching online, complete the EICC Canvas Self-Paced Orientation Course
Online and On Campus Adjunct Faculty
During the first semester of the employment of adjunct faculty at EICC, documentation, and verification of completion of the Adjunct Faculty Handbook by each adjunct faculty member will be recorded electronically within EICC’s Professional Development Registration/Record System.
(1) Overview of EICC’s mission and the Iowa Community College System
(2) Legal and Policy Aspects of Teaching
(3) Technology
(4) Faculty Evaluation
(5) Syllabus Development and Course Development Models
Adjunct Faculty who continuously teach for EICC for more than four years must show evidence of six clock hours every three years of continuing professional development.
College Connected Instructors (CCI)
During the first three semesters after the CCI is hired, department coordinators/faculty liaisons will conduct a classroom site visit for each CCI to observe course content and delivery, student discourse and rapport to ensure the courses offered through the concurrent program are equivalent to the courses offered on campus. Classroom observations are utilized by department coordinators/faculty liaisons to validate that the college’s expectations for the course are being met and need not be used by high school administration in evaluations of teaching performance.
All College Connections Instructors are required to participate in an EICC provided annual discipline specific professional development and ongoing collegial interaction to further enhance instructors’ pedagogy and breadth of knowledge in the discipline. Topics include assessment regarding course specific content and alignment with on-campus or online instruction and the high school, discussing CDMs and content-specific pedagogy, and reviewing literature surrounding the specific content area.
The discipline-specific professional development is conducted district-wide over four dates throughout the academic year (two dates in the fall semester, and two dates in the spring). The academic program department coordinator/faculty liaisons create the professional development content and invite the CCI to attend the training. These professional development sessions are conducted in person, or through an online conference platform. The Concurrent Department tracks CCI discipline-specific professional development participation and will follow up with individuals who do not attend.
Full-Time Faculty
Faculty professional development activities and programs should have a direct relationship to the role and performance of EICC faculty. These activities might include but are not limited to faculty mentoring, technology integration including e-Learning certification courses, graduate coursework, mandatory professional certification activities, short-term training, or educational workshops (Appendix D). Travel time is not to be counted as a professional development session time. Fall Development Day sessions and campus start-up days sessions may count for professional development, but no more than 8 hours (total together) per year may be used to fulfill the professional development requirement. During a 3-hour Assessment Day, one hour will be designated as assessment-related professional development, while the remaining two hours will be classified as general professional development.
Full-time faculty will show evidence of activity defined above meeting the equivalent of 45 clock hours, to be completed during the three-year cycle of continuing faculty evaluation. Beginning in the Fall of 2019, five hours of the required 45 clock hours must be earned from assessment-related professional development activities. Evidence of faculty professional development activities must be documented by the faculty member. Clock hours greater than 45 may be recorded but will not carry over into the next evaluation period.
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