5 minute read
Focus on Faculty
SUCCESS FROM HIRE TO RETIRE
Faculty can have a fundamental impact on the lives of their students. Natalia Casper (pictured above) learned this lesson firsthand when she took a calculus class at College of Lake County many years ago. Casper was a quiet student who sat in the back of the classroom. Her instructor recognized Casper’s brilliance and told her so. “The experience changed my life. One teacher made all the difference by giving me confidence. After that, I became excited to pursue teaching at the college level.”
Since then, Casper works tirelessly trying to return the favor. She became a CLC math instructor 23 years ago. And like many higher education teachers, prior to coming to the college, she had no formal training to learn how to teach. She was a demonstrated expert in her academic field, but not yet trained on best teaching practices, often called pedagogy. Dedicated to student success, CLC teaching philosophy is rooted in proven teaching techniques to support student success. Through faculty mentoring and professional learning, Casper became an award-winning active and engaging educator her students really learn from. “Most students hate math because it can feel like it’s impossible to succeed,” she said. “Instead of memorizing formulas, I teach them in a useful way that helps students escape from feeling lost. Students don’t suddenly get better at math, but they become comfortable using it, giving them an empowering feeling of mastery. That’s when learning becomes fun.”
It’s easy for an instructor to be one-dimensional, but it’s hard for students to learn that way. Pedagogical research shows students grasp new concepts better when the instructor goes beyond the basics of writing on the board and teaching through one-way lectures. But becoming an excellent, multi-dimensional teacher doesn’t happen overnight. It takes an entire career of continuous work and a rich environment full of faculty who care deeply about their students.
Casper says self-reflection drives faculty to refine their student-focused learning methods. It’s not a linear checklist, but each faculty member is on a journey to master high-impact practices going beyond learning in the classroom.
To create a student-ready college in which everyone can succeed, CLC is building an inclusive and flexible educational environment that meets students where they are. Faculty, like Casper, are pivotal players who work with each student in and out of the classroom. Their dedication to teaching and learning excellence to benefit students is a game changer. CLC is improving the ways students can accumulate credit hours and progress toward a credential more quickly. Credit accumulation is an important momentum point that leads to graduation. The college’s faculty play an important role in helping students succeed, one class at a time. Instructors celebrate coursework wins with students, motivating them to finish.
“Grounded in equity-minded, reflective and data-informed practice, CLC furthers teaching and learning excellence by empowering faculty in their important role in student success,” said Vice President of Educational Affairs and Chief Academic Officer Dr. Sonya Williams. “The college is doing this in many ways throughout faculty development. We’re offering faculty courses about examining pedagogy through data and engaging in meaning professional development. By integrating academic supports with classroom learning and student feedback, CLC is working toward improving student credit accumulation.”
These guiding principles build up core dimensions including integrating diversity, equity and inclusion into classes, implementing learningcentered teaching practices, committing to continuous improvement and professional learning, designing measurable learning outcomes and standards for student success and engaging beyond the classroom. Faculty members who engage on all levels with this work achieve teaching, learning, leadership and subject matter excellence.
The college recently established CLC CARES guiding principles for teaching and learning excellence at the institution:
CLC
• Culturally relevant • Learner-centered • Collaborative CARES
• Continuous • Active • Reflective • Evidence-based • Solution-focused
Learning how to teach
One opportunity CLC faculty are taking to strengthen their teaching and learning excellence is by achieving a nationally recognized teaching credential through the Association of College and University Educators (ACUE). These course-takers have demonstrated their commitment to teaching excellence and to ensuring our students receive the best education possible by completing ACUE’s rigorous course in Effective Teaching Practices. This course requires them to implement evidencebased teaching practices in their classes. These teaching practices are
proven to help students learn more, stay engaged and graduate in higher numbers.
Faculty had such an unexpectedly overwhelming response when the ACUE opportunity was first made available in 2019, the college started with more than double the number planned. A third cohort will start in fall.
“It is clear the faculty at CLC have a passion for their students,” said Director of Academic Programs ACUE director of academic programs Carmen Macharaschwili. “I could tell by the energy of the faculty who had committed to the course that they were there to learn how to help their students be successful and they were eager to learn how to do so effectively.”
This year-long curriculum for post-secondary educators focuses on how pedagogy impacts student success. After earning their Certificate in Effective College Instruction, these faculty members across departments and disciplines will continue to transform student experiences in the classroom.
“This class helped me remove quite a bit of barriers from the students I teach,” said Warren Thomas, an adjunct instructor and student success coordinator for adult education. “I learned how to use new techniques and hone a few I was already using to better connect with students, increasing dedication to their own education.”
This program is supported by CLC’s Teaching, Learning and Educational Technology Center and contributes to the college’s goal to empower faculty to intentionally design learning experiences for students that engage and prepare them for their next opportunity.
“The college knows effective teaching practices make a difference for student success,” said Page Wolf, CLC Faculty Development Chair. “Faculty are experts in their disciplines but sometimes may not be educated about certain approaches to teaching and the proven effect these approaches have on a student’s ability to succeed.”
With a growing body of educational experts, CLC continues to motivate more students to keep moving forward with their goals.
