Pathways for Faculty

Faculty Pathways - photo of faculty engaged in a workshop environment.Pathways for Faculty are educational experiences designed exclusively for faculty. The intent of Pathways for Faculty is to deepen and enrich the teaching practice of faculty by focusing on an aspect of their teaching. Pathways are Faculty Learning Communities and operate as a cohort.

Pathways for FacultyFaculty are experts in their field; however, many faculty haven’t had the opportunity to dive deep into teaching. For faculty who want to develop a richer, more research-guided teaching practice we present five unique pathways of faculty development. The pathways are designed to give faculty access to a community of practice, or cohort, that nurtures and develops their teaching practice while staying focused on research guided principles. Faculty commit a certain amount of time and are supported with guidance, resources, and support.

Faculty will improve their teaching practice, receive professional enrichment, and build a stronger community of professional practice amongst their fellow faculty.

Pathways for Faculty options are:

 

Faculty should expect to meet once a month with their cohort (a total of eight meetings over a year, or four meetings over a semester). There is outside reading and writing, and faculty will develop materials that can be used towards their own teaching evaluation or portfolios. Faculty may also wish to pursue writing a piece for a journal based on the work they do in their pathway.

Remote attendance for faculty at regional campuses is available.

For more information on Pathways for Faculty, contact teaching@pitt.edu.

Highly Engaged, Highly Interactive Instructor Pathway

John Radzilowicz

Facilitator: John Radzilowicz,
Instructional Designer,
Teaching Support
Phone: 412-624-6596
Email: jgradz@pitt.edu

Faculty Pathways - Highly Engaged, Highly Interactive Instructor

Driven by clear and significant educational research, teaching within Higher Education has begun a slow but steady transformation from an instructional paradigm to a learning paradigm or, perhaps more to the point, from a teacher-centered approach to one that is student-centered. Student-centered learning involves shifting the instructor/student roles away from the traditional mode where instructors are active and students are passive, to one where the students are actively engaged in their own learning. The use of successful strategies to foster student-centered learning are often referred to as “high impact” and “high engagement” practices because research has shown them to result in high retention rates, high levels of student activity, and student behavioral changes that lead to meaningful learning gains.

This pathway is designed to help University of Pittsburgh faculty learn the use of these evidence-based techniques, tools, and strategies for handling both common and uncommon teaching challenges in traditional face-to face classrooms. Faculty members will learn best practices for creating learning activities and learning environments that are both “high impact” in terms of learning outcomes and “high engagement” in terms of student interaction. At the end of the program, participants will receive a Pathway Certification in recognition of their accomplishments.

Pathway Objective:

Upon completion of the Highly Engaged, Highly Interactive Instructor Pathway, instructors will be able to:

  1. deploy a student-centered learning approach using best practices for engagement and positive impact.
  2. recognize and avoid common pitfalls in their teaching practice.
  3. apply high engagement/impact learning techniques to their discipline.
  4. evaluate the effectiveness of high engagement/impact instructional practices.
Pathway Deliverables:
  • Attendance at three cohort meetings per semester
  • Implementation and evaluation of specific instructional changes to at least one course
  • The writing of two reflective essays detailing the implementation of new strategies and practices, that may be posted on the Teaching Center web site
  • Peer observation and feedback review process inside the cohort.
  • A presentation of their work at Pitt’s Teaching Conference, or at another appropriate venue
Registration for the Fall 2018 Pathways is not open yet.
Hybrid/Online Teaching & Learning Pathway

Cressida Magaro

Facilitator: Cressida Magarro, Instructional Technology Support Specialist, LMS Support/Consulting
Phone: 412-624-5057
Email: clm162@pitt.edu

Meiyi Song

Facilitator: Meiyi Song, Instructional Designer, Teaching Support
Phone: 412-624-2896
Email: mes266@pitt.edu

Faculty Pathways - Hybrid/Online Teaching & Learning

Pathway Description

The Hybrid/Online Teaching & Learning Pathway is a semester-long course for faculty who are interested in strengthening of their teaching online. This pathway is a faculty learning community in which all participants progress as a cohort and provide support to each other. It has seven modules and each module is bi-weekly. Participants will meet only three times face-to-face throughout the pathway and the rest is asynchronous self-paced online learning with specific task to complete. Module topics include orientation, demystifying online teaching and learning, course content organization, pedagogical use of instructional technology, activity and assignment design, and providing feedback, etc. Average time required for completion of each module is about 2.5 hours. Participants are expected to attend ALL three face-to-face meetings. They will receive a certificate of completion upon completion of all tasks. The target audience are faculty who are new to online teaching or have some experience but wish to expand it. Faculty from other campuses are also welcome to enroll. Web conferencing tools will be able to facilitate the face-to-face sessions for faculty from regional campuses.

Pathway Objective:

Upon completion of the Hybrid/Online Teaching & Learning Pathway, instructors will be able to:

  1. Describe how teaching online works;
  2. Evaluate the application of CourseWeb communication tools such as and blog in real classrooms;
  3. Apply best practices strategies in structuring your own online course modules;
  4. Design class activities or assignments using educational technologies introduced;
  5. Design formative assessment and summative assessment for your own online course.
Pathway Deliverables:
  • Evaluate the use of CourseWeb communication tools in real classrooms;
  • Critique the design and structure of a sample course site;
  • Use CourseWeb to construct at least a module of your online course, following copyright and accessibility guidelines;
  • Use CourseWeb tools or external technologies to design class activities or assignments;
  • Design formative assessment and summative assessment for your own online course;
  • Summarize best practices of online teaching and formulate your own online teaching philosophy.
The number of hybrid and fully online courses has been on the rise because their flexible nature enable working students or students with impairments to take classes. Assistance to faculty on teaching online has been mainly on the technology side. However, pedagogical knowledge of how to teach online is a critical component in faculty’s knowledge base. This semester-long Hybrid/Online Teaching and Learning Pathway offers faculty an opportunity to learn best practices of online teaching. This pathway has seven bi-weekly modules. Module topics include orientation, demystifying online teaching and learning, course content organization, pedagogical use of instructional technology, activity and assignment design, and providing feedback, etc.

Participants will receive a certificate of completion at the end of this pathway. Participants meet only three times throughout the semester and the rest is online self-paced learning. The convenient hybrid format gives faculty great flexibility to direct their attention to their priorities during the pathway. The target audience are faculty who are new to online teaching or have some experience but wish to expand it. Faculty from other campuses are also welcome to enroll. Web conferencing tools will be able to facilitate the face-to-face sessions for faculty from regional campuses.

Registration for the Fall 2018 Pathways is not open yet.
Diversity & the Inclusive Classroom Pathway

Charline Rowland

Facilitator: Charlene Rownlad, Diversity Program Coordinator, Teaching Commons
Phone: 412-624-7216
Email: chr83@pitt.edu

Faculty Pathways - Diversity and the Inclusive Classroom

Pathway Description

The Diversity & the Inclusive Classroom Pathway is designed for University of Pittsburgh faculty who strive to design, develop, and teach courses that recognize and value all students. It is a two-semester learning community that culminates with each faculty participant developing a course syllabus, lesson plan, and teaching strategies that focus on diverse students and inclusive pedagogies. Instructors of all disciplines are welcome to attend, discuss and create learning opportunities that are relevant to students from diverse backgrounds. Completion of this Faculty Pathway will earn a teaching credential (certificate) for participation and recognition of their accomplishments.

Pathway Objective:

Upon completion of the Diversity & the Inclusive Classroom Pathway, instructors will be able to:

  1. Promote student academic success, as well as social and cultural development in a welcoming learning environment.
  2. Design and teach courses that support diversity, equity, and inclusion.
  3. Demonstrate inclusive teaching strategies that value and utilize student differences in a global society.
  4. Develop assessments that are fair and inclusive with clearly defined expectations.
  5. Assess curriculum for diversity and inclusiveness.
  6. Provide constructive feedback to peers regarding inclusive teaching strategies and deliverables.
Pathway Deliverables:
  • Develop an ice-breaker or introductory course activity that builds trust among students and instructor.
  • Review syllabi for diversity and inclusive content.
  • Develop a diversity/inclusive lesson plan for one class or session including learning objectives, activities, and assessment(s).
  • Complete several readings and reflective writings on topics of diversity/inclusive teaching practices.
Registration for the Fall 2018 Pathways is not open yet.
The Scholarship of Teaching & Learning Pathway

Portrait of Nancy Rielly

Facilitator: Nancy Reilly, Director, Assessment of Teaching (OMET)
Phone: 412-624-6148
Email: nbr1@pitt.edu

Photo of Carol Washburn.

Facilitator: Carol Washburn, Manager, Teaching Support
Phone: 412-624-8672
Email: washburn@pitt.edu

Faculty Pathways - The Scholarship of Teaching and Learning

Pathway Description

Taking a scholarly approach to teaching and learning, you will work with a cohort of faculty to plan and administer a study aimed at improving learning. The cohort will meet monthly to learn the process of research as it applies to your problem. Prior to enrolling in this Pathway, anticipate the semester that you want your research to be administered. Studies should be completed by the end of the following term.

Pathway Objective:

Upon completion of the Scholarship of Teaching & Learning Pathway, instructors will be able to:

  1. Identify a problem that affects the teaching and learning process.
  2. Develop a literature review.
  3. Plan a study investigating that problem.
  4. Administer the research plan in an upcoming semester.
  5. Draw conclusions based on your findings.
Pathway Deliverables:
  • Attendance at one of two sessions in the previous semester (Summer Term for Fall participants, and Fall Term for Spring participants) is required as you begin to develop a problem statement.
  • A presentation to colleagues about your research and a poster that can be used in upcoming conferences.
Registration for the Fall 2018 Pathways is not open yet.
Classroom Assessment Pathway

Lindsay Onufer

Facilitator: Lindsay Onufer, Teaching and Learning Consultant
Phone: 412-383-4321
Email: lro8@pitt.edu

Faculty Pathways - Classroom Assessment

Pathway Description

In higher education, assessment is often portrayed as a necessary evil – something instructors do in addition to teaching. In fact, assessment is a fundamental part of the teaching and learning process. When instructors wonder, “Do my students get it?” assessment can provide the answer. Further, when assessment is well-designed, it can inform improvements to student learning and instructional practices.

In this Pathway, instructors will learn evidence-based best practices to select and design a variety of class-level assessments meant to drive and evaluate student learning in their courses. The Classroom Assessment Pathway was designed to be customizable based on instructors’ level of assessment expertise. Assessment beginners will have access to additional resources to help them build strong foundational knowledge. Instructors with more assessment experience can select resources that are appropriate to their needs. Participants who are interested in learning how to use educational technology tools to deploy assessments in their courses will also have the option of consulting with an embedded educational technology consultant.

Participants will earn a certification in recognition of completion of this Pathway.

Pathway Objective:

Upon completion of the Classroom Assessment Pathway, instructors will be able to:

  1. Design formative and summative assessments and assessment tools which demonstrate alignment with specific, measurable learning objectives, instructional activities and resources, and to learner interests and/or needs.
  2. Use assessment data to deliver effective feedback focused on improving student learning.
  3. Use assessment data to inform course, assessment, and teaching improvements.
Pathway Deliverables:
  • semester-long course assessment plan
  • unit-long assessment plan
  • diagnostic assessment
  • three classroom assessment or small teaching assessment techniques
  • mid-semester indirect assessment
  • summative assessment
Registration for the Fall 2018 Pathways is not open yet.