New Faculty Academy

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June Meeting Materials: 2020 New Faculty Academy Learning Design Workshop

2020 New Faculty Academy Learning Design Workshop

June 15-16, 2020



Decoding the Disciplines – Improving student learning – A disciplinary approach to making the hidden curriculum transparent.

Transparency in Learning and Teaching in Higher Ed – Home of the transparent assignment project and research.

The Teaching Perspectives Inventory (TPI): This inventory was designed to help educators like you better understand their perspectives on teaching and how you express them through your own beliefs, intentions, and actions.This tool provides  a useful platform for reflection on your own approach to teaching.


Resource Guide: Inclusive Teaching Online

Keep Teaching Canvas Course for Evergreen Faculty

Canvas Orientation for Evergreen Faculty

Keep Teaching Institute Handouts | Day 1 | Day 2

Academic Continuity in Disruptive Times – Advice from the Learning and Teaching Commons

Getting Started with Zoom


Learning that matters: Goals – Handouts

Learning that matters: Great Assignments – Handouts

All Learners Welcome: Resource Guide for Designing Inclusive Learning Experiences

Meet the Single Point Rubric – Cult of Pedagogy


Winkelmes, Mary-Ann, et al. “A Teaching Intervention That Increases Underserved College Students’ Success.” Peer Review, vol. 18, no. 1/2, 2016, pp. 31–36.

Winkelmes, Mary Ann. “The Unwritten Rules of College.” Chronicle of Higher Education, 21 Sept. 2015, pp. 1–8.

Association of American Colleges and Universities. On Solid Ground: VALUE Report 2017. 2017.

Brookfield, Stephen. Becoming a Critically Reflective Teacher. 2nd ed., Jossey-Bass, 2017.

Opening Reflection (p1)

As I think about fall, I am excited about …

I am worried about …

I hope to …

Learning that Matters: Portable Outcomes (p3)

Learning that matters: Goals – Handouts

Essential Question:

THINK: Imagine teaching your course content anchored in this essential question and big idea. In your deepest, fondest dreams, what would the classroom look like? What types of interactions would it foster? What do want to be true about students who are in two years? In five years? What is the distinctive educational impact you would like for your teaching and your courses to have on your students?

Envision a well-rounded student that is in your course as part of their upward bound experience. How will this student use what they learned five or ten years in the future? Describe the intellectual skills (mind), dispositional learning (heart), and practical skills they will gain (hands).

•How might you use your course content to explore this big idea?

•How does this big idea help you make your course content engaging and relatable.

PAIR: Share your responses with a partner.

SHARE: Share a “highlight” with the larger group.

EXTRA TIME? Brainstorm! Think up ways your students could demonstrate they understand this big idea.

Write Learning outcomes (p12)

Your Ultimate Learning Outcome:

Intellectual: What will students know?

  • Students will …

Dispositional:  What will students value or appreciate?

  • Students will …


Practical: What will students be able to do?

  • Students will …

Great Assignments

Learning that matters: Great Assignments – Handouts


Think – Pair – Share

What makes an assignment effective?

Transparent Assignment Template


Define the learning objectives, in language and terms that help students recognize how this assignment will benefit their learning. Indicate how these are connected with institutional learning outcomes, and how the specific knowledge and skills involved in this assignment will be important in students lives beyond the contexts of this assignment, this course, and this college.

Five years after taking the course …

What essential knowledge would the student retain from doing this assignment? What skills would the student be able to claim as a result of completing this assignment? How is this assignment relevant beyond a single class?


Describe the activities the student should perform.

Does the student know what to do?   Is it clear what the student should prioritize?  Is the task reasonable and achievable?


Define the characteristics of the finished product.  Describe how excellent work differs from adequate work by providing annotated examples. Provide a checklist or rubric that students can use to self-evaluate their work prior to submission. Indicate how this evaluation impacts their course grade.

Can the student articulate how they will be successful?

Do they understand the difference between excellent work and adequate work?

How will the student be evaluated?  How will they know they are on the right track?  Can they self-asses along the way? What is the difference between adequate and excellent work?

Important Dates:

June 15 and 16 — New Faculty Academy (Part 1)

We will gather to focus on pedagogical skill-building through a series of workshops facilitated by myself and JuliA Metzker; your teaching partners are warmly invited to attend, especially on June 16. Detailed schedule to follow. 

TBD — Planning day with your team 

Choose a day that works for you and email that information to me; I will make sure you get paid for this planning time. 

August 31 — New Faculty Academy (Part 2)

The group will gather to share the results of your planning so far and to get support around any puzzles you’re encountering; your teaching partners are warmly invited to attend. Please bring a draft of your syllabus to this session for workshopping.

September 14 — Start date of your 20/21 contract

This is the date when you officially begin your salaried work for the College, and there will likely be a small avalanche of meetings, including the Academic Retreat, happening between 9/14 and the start of the quarter. You should receive your first paycheck on 9/25.

September 14-29 — 1-1 meetings as needed 

JuliA Metzker and I will offer “office hours” to help you troubleshoot any issues that you’re encountering in your planning. 

September 16-17 — Academic Retreat

This is an annual event involving both faculty and staff from the Academics division. It’s a great chance to meet a large number of your colleagues; it’s typically a mix of social time and brainstorming/agenda setting for the coming year.

September 29 — Official first day of classes

In observance of Yom Kippur, classes will start on 9/29. This means that even if your class usually meets on Mondays, you will not meet on the 28th. 

Mondays, 3:15-5pm — Ongoing orientation Throughout the academic year, beginning on Monday, October 5, new faculty commit to regular orientation sessions to learn more about pedagogy and college structures, and to create support and team-building within your cohort learning community.  As new faculty, your only governance requirement is to attend these sessions. Please do not schedule meetings with your team during this time