Faculty Competencies and Expectations

Faculty Competencies

We have designed a set of competencies – knowledge, skills, abilities – that our faculty carry out in their teaching experiences. These competencies are drawn from research and the feedback of focus groups of faculty, staff, and administrators at our university.  Consider these a roadmap for your success.

 

This image shows the American Women's College adjunct competencies. The three main competencies are displayed in three center circles, reading student engagement and teaching practices; policies and procedures; and student support. There are branches off of each of these circles to indicate the specific tasks that faculty can complete to demonstrate each of these competencies.

Faculty Expectations

Faculty Engagement and Teaching Practices

Being present in your classroom means being “visible” and allowing your students to see the real person behind the screen.  The term “ghost professor” has been used by students to describe the faculty member who is not present in the virtual classroom.  A ghost faculty member is not responsive, does not take the time or energy required to get to know their students, does not participate in the class, and does not provide instruction or feedback.  In these situations, students often describe their learning experience as being self-taught.

Equally as important is faculty engagement.  Engagement refers to the actions or behaviors of the instructor.  For example, an engaged faculty member will provide consistent, meaningful and substantial feedback; they will post weekly content to enhance the learning experience; and they will communicate with and encourage students.  The following video presentation [52:19] outlines specific strategies that can be used to demonstrate social, cognitive and instructional presence in the online classroom.

You may find yourself asking, “Why is this so important?”  The reason we emphasize faculty presence and engagement is because our faculty members are the ones who bring our courses to life.  When students enroll in our courses they expect to interact with their instructors, whether their course is on-ground, hybrid or online.  Our centralized course management model does not reduce the need for instruction.  In fact, it allows faculty to dedicate their time and energy to connecting with students, developing additional instructional materials, providing meaningful feedback, and helping students develop academically, personally and professionally.  Research has shown that instructor presence can reduce student isolation and dropout, as well as increase student retention and graduation rates among online learners.  A connection between student satisfaction and the perception of quality education with an online instructor’s behaviors and level of engagement has also been found.

In an effort to provide deep and meaningful learning experiences, faculty should demonstrate their social, cognitive and teaching/instructional presence.  Watch this brief video [4:00] describing the Community of Inquiry and the three types of instructor presence.

 

Strategies for Demonstrating Instructor Presence and Engagement

 

  • Get to know your students
  • Engage in effective communication
  • Reveal your personality and allow your students to get to know you
  • Create weekly announcements to enhance the students’ learning experience
  • Participate in the weekly discussion activities
  • Offer virtual office hours
  • Deliver individual instruction
  • Provide timely and substantial feedback on every assignment
  • Create additional learning materials

Providing Feedback[1]

In recent years, research has confirmed what most teachers already knew: Providing students with meaningful feedback can greatly enhance their learning and achievement.  So what exactly are the most effective ways to use feedback in educational settings?

Although there is no quick or easy answer to this question, here are five research-based tips for providing students with the kind of feedback that will increase motivation, build on existing knowledge, and help them reflect on what they’ve learned.

BE AS SPECIFIC AS POSSIBLE

In a review of the available research titled “The Power of Feedback,” University of Auckland professors Helen Timperley and John Hattie highlight the importance of supplying learners with specific information about what they are doing right or wrong.

For example, feedback like “Great job!” doesn’t tell the learner what she did right, and likewise, a statement such as “Not quite there yet” doesn’t give her any insight into what she did wrong and how she can do better the next time around.

Instead, researchers suggest taking the time to provide learners with information on what exactly they did well, and what may still need improvement. They also note that it can be helpful to tell the learner what she is doing differently than before.  Has a student’s performance changed or improved since the last time you assessed her? Let her know about it, even if she still has a long way to go.

THE SOONER THE BETTER

Numerous studies indicate that feedback is most effective when it is given immediately, rather than a few days, weeks, or months down the line.

In one study that looked at delayed versus immediate feedback, the researchers found that participants who were given immediate feedback showed a significantly larger increase in performance than those who received delayed feedback.  Faculty have up until 4 days after an assignment’s due date to provide feedback; however, it is encouraged to do so as soon as possible so that students can apply what they have learned to the following week’s assignments.

ADDRESS THE LEARNER’S ADVANCEMENT TOWARD A GOAL

Effective feedback is most often oriented around a specific achievement that students are (or should be) working toward. When giving feedback, it should be clear to students how the information they are receiving will help them progress toward their final goal.

PRESENT FEEDBACK CAREFULLY

The way feedback is presented can have an impact on how it is received, which means that sometimes even the most well-meaning feedback can come across the wrong way and reduce a learner’s motivation.  It is recommended that faculty explain the purpose of their feedback, and ensure that learners understand how the feedback is meant to help them compete against their own personal bests rather than each other.

INVOLVE LEARNERS IN THE PROCESS

The importance of involving learners in the process of collecting and analyzing performance-based data cannot be understated.  When students have access to this information, they develop an awareness of their learning, and are more easily able to recognize mistakes and eventually develop strategies for tackling weak points themselves.

Additional Resources

This section highlighted the importance and impact of meaningful, timely, and relevant feedback on a student’s learning experience.  Below are some additional tips and tools to consider when providing student feedback.  As you grade your students’ assignments, please consider not only their level of understanding of the content, but also their writing skills and formatting.  It is the responsibility of all of our faculty to help support, reinforce, and develop a student’s writing ability and skills.

 

Student Support

In addition to demonstrating faculty presence and engagement, instructors play a key role in supporting out students.  With our holistic model for student support, there are many resources available to assist you in these efforts.  Our student support team includes academic advising, accessibility services, tutoring, library support, academic technology, and financial aid.  In addition to familiarizing yourself with the available resources, it is important that you take the time to get to know your students and their unique needs.  Faculty are expected to be responsive, demonstrate respect, and show an interest in the success of our students.  We aim to foster a sense of community in our classrooms, and this can be achieved by creating a personalized learning experience for all.

Strategies to consider include providing personalized feedback on assignments; addressing students by name (ask students about their preferred name and pronouns); asking follow-up questions in the discussion; helping students to apply course content to their personal and/or professional lives; and connecting students to resources.  Given the accelerated nature of our program, it is critical that faculty provide timely support and intervention.

Policies and Procedures

The American Women’s College has developed several policies to facilitate the wrap-around supports that ensure student success, and as such, they are critical to the SOUL model.  Faculty are expected to be familiar with these important policies, and have the ability to apply and enforce them throughout their course.   We want to ensure we are delivering a consistent learning experience with transparent expectations.  If you experience a situation that leaves you unsure about how to apply a policy(s), please reach out to your program director for consultation.

 

Summary of Faculty Expectations

Faculty are expected to do the following:

  • Post a “Welcome” announcement before students gain access to their course
  • Post a minimum of 1 announcement per week
  • Respond to student outreach within 24 hours
  • Provide substantial and meaningful feedback no more than 4 days after assignment due date
  • Participate in the weekly discussion board activity(s)
  • Adhere to and reinforce university policies
  • Utilize the Early Alert Tool early and often to support student success
  • Demonstrate content expertise, presence, and engagement
  • Foster a safe, inclusive, and accessible learning environment for all students

 

 

Video:  Jered Borup.  (2014, June 20). Community of inquiry. [Video File].  Retrieved from https://youtu.be/273WuFa6Z04.  Standard YouTube License.

  1. The section on Providing Feedback was adapted from Stegner, M. (2014, August 6). 5 research-based tips for providing students with meaningful feedback. Edutopia. Retrieved from https://oaasupport.commons.gc.cuny.edu/2020/09/21/5-research-based-tips-for-providing-students-with-meaningful-feedback/. Licensed under CC-BY-NC-SA. ↵

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The American Women's College Teaching and Learning Handbook Copyright © by The American Women's College. All Rights Reserved.