Baseline of knowledge and dispositions of faculty by Smith, Synala

Knowing what our institutional priorities ARE (honestly we could all use this)

2024-04-30 15:27:17 UTC

Know the priorities

2024-04-30 15:27:27 UTC

Knowledge of the priorities and implications at program level

Proper understanding of data/ data literacy

2024-04-30 15:27:58 UTC

accepting the data and acknowledging if there is any gap where actions can be taken; also looking for qualitative data/information/feedback from students before planning/taking any action

2024-04-30 15:28:09 UTC

What happens if the goals are not attained (for whatever reason)?

Identify Relevant Priorities

2024-04-30 15:28:31 UTC

Be able to choose which priorities best align/connect to the work they are doing in their program.

Translation of Data into Teaching

2024-04-30 15:29:02 UTC

Do faculty know how to properly interpret their data into hypotheses around their teaching practices?

tristaloritz1_1 — 2024-04-30 15:29:04 UTC

Is success meaning goal attainment, or reflection on the progress made and what was learned from it?

Conceptual knowledge

2024-04-30 15:29:50 UTC

CSP and asset-based pedagogies, analyses of what deficit thinking looks like and how to interrupt it, “archaeology of self” (Sealey-Ruiz), how to interpret and contextualize institutional data, knowledge of relevant qualitative research

Know the priorities, choose which priorities are connected to their work, know which helpful resources are available

2024-04-30 15:30:12 UTC

tristaloritz1_1 — 2024-04-30 15:30:25 UTC

Need to be able to break down into steps, with thoughts of the timeline and actions to go into it. E.g. if I'm a team of one, is it reasonable to do x in ALL of my courses (while perhaps doing 2 other goals, plus other duties)

Culturally Sustaining Practices

2024-04-30 15:30:35 UTC

It is important that faculty understand the reasons WHY their data might look the way it does. What are the historical and systemic impacts that might be contributing to the outcomes? Do they know how they could be responsible for contributing to the outcomes? And how to interrupt them.

Understanding agency. focus on what they can change in their own classrooms to increase student success, engagement, belonging etc.

2024-04-30 15:30:55 UTC

Backward design

2024-04-30 15:31:18 UTC

Understanding instructional design at program and course level to backward design needed steps, set benchmarks, reflective formative assessments and needed revisions

Data Acceptance

2024-04-30 15:31:45 UTC

Use the data as a guidepost and accept it as a standard measure being used across all programs.

tristaloritz1_1 — 2024-04-30 15:32:26 UTC

Understanding of the thought process behind certain institutional priorities. Why did we move to multiple measures, why is it beneficial for their students?

Backward design

2024-04-30 15:33:00 UTC

Work backwards to design steps at program and course levels, alignment, reflect on and assess progress with benchmarks, clarity of focus over time

5 year goal vs Annual check-ins with PM/QI

2024-04-30 15:33:08 UTC

What does this 5 year goal look like in achievable increments? How do we help create a roadmap around what makes a goal the correct intensity.

Having a deeper understanding of the 'why' behind Program Review.

synalasmith2 — 2024-04-30 15:33:22 UTC

Developing a stronger Culture of Continuous Improvement

Developing a broader culture of continuous improvement at the College, and the attitudes and skills needed to think in a continuous improvement mindset.

2024-04-30 15:34:28 UTC

What SMART Goals really look like

synalasmith2 — 2024-04-30 15:35:19 UTC

'Within scope of influence'

2024-04-30 15:35:20 UTC

Understanding how teaching practices (in their scope of influence) contribute to good outcomes vs contribute to poorer outcomes (thinking CSP and asset based teaching)