High-Impact Teaching Academy

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Of those faculty participating in the High-Impact Teaching Academy,
100% would recommend the Academy to colleagues.​
       
Overview

The Faculty Center for Innovative Teaching (FaCIT) will invite applications for our fourth High-Impact Teaching Academy in Augus​t 2014. Those accepted will receive a $400 stipend for professional development. Please watch for email announcements or revisit this site in August 2014 for details.

The High-Impact Teaching Academy provides a cross-disciplinary cohort of faculty with opportunities to further their development as excellent teachers. To this end, the Academy will provide those selected with customized, dynamic ways to interact with the scholarship on effective teaching and learning practices, to engage in the design or redesign of a course, and to participate in a community of teacher-scholars. Individuals who successfully complete the Academy experience will receive $400 for professional development materials or activities. 

​A maximum of fifteen members will be selected for the 2014 - 2015 cohort. The criteria for selection include:
  1. evidence of the applicant’s interest in and commitment to teaching and student learning, 
  2. readiness to design or redesign a new or existing course utilizing best practices, and 
  3. a willingness to advocate for evidence-based teaching practice among his/her peers. (See additional criteria below.)
The High-Impact Teaching Academy will be facilitated by members of FaCIT’s staff and will include presentations by CMU faculty, staff, and students. 


​Feedback from High-Impact Teaching Academy Cohort Members​

  • The High-Impact Teaching Academy (HITA) paid dividends in various ways.  It gave me confirmation that many of the tools/techniques I was using were grounded in best practices from the scholarship in teaching.  It also introduced me to the cycle of course teaching objectives, engaging learning activities and assessment to help me become a more effective teacher.  HITA challenged me to think about what I do in the classroom and why I do it through the development of a teaching portfolio and putting these best practices into effect right away in my classroom. The energy of the professionals at FACIT was infectious and through their laudable program, I came to know my peers in cross-disciplinary programs better opening new doors for me personally and professionally.  I highly recommend the HITA for those who want to take their teaching to “the next level.”
  • As a new instructor, this academy helped to give me a comprehensive overview of all the things I wished I would have known from the start. Not only did I come to understand the theoretical underpinnings of my teaching practice, but also I am more able to engage my students, which in turn leads to more learning in my course.
  • Overall, I want you to know that I truly enjoyed the experience and appreciated the opportunity to be a part of a community of teacher scholars from across campus. Building the relationships with these colleagues and FaCIT has been a real chance for me to rejuvenate my teaching.
  • As a reflective practitioner, I am always looking for ways to improve the teaching/learning process.  The High Impact Teaching Academy helped me do just that- by reaffirming the things I'm doing right- and by challenging me to "think outside myself" in making good instruction better. The experience will remain a highlight in my professional development. 
  • Thank you so much for providing such a great experience! ... I learned so many fantastic, applicable teaching and learning strategies. I'm very grateful and more prepared for thriving within the university than I had thought possible.
  • [The High-Impact Teaching Academy] was an excellent resource that helped me understand the tweaks I need to make in order to make a lasting learning impact on my students. HITA helped me realize that teaching and learning is a long, thought-out process that demands time, trial and error, and help from those around me. Through this experience, I am reinvigorated and excited to 'reboot' my classes in order to make a lasting learning impact on my students. Again, I cannot tell you how helpful this series was for me. I am already thinking about the tweaks I am making for next year and EXTREMELY excited to put them forward. Thank you for all of your hard work and for putting this together!
  • HITA has been the most rewarding and beneficial in terms of enhancing my classroom teaching strategies.  The impact will continue to be evident in years to come.
  • My primary motivation for applying to the High Impact Teaching Academy was a disappointing semester of teaching. Although I incorporated cooperative group activities and clickers into the course, it still came across like a rote memorization class. Even the deep concepts I thought I was teaching, I felt that students were memorizing the words I used to talk about these complex ideas and parroting them back on the exams, instead of being able to synthesize concepts and explain concepts in their own words. I wasn't connecting with the students and they certainly weren’t having fun in the class. My SOS scores were lower than I was used to. I was in a rut! I knew that I needed to reinvigorate my teaching, find new ideas and techniques, and get myself excited about teaching again. Like an answer to my prayers, one of my colleagues sent me the announcement for the High Impact Teaching Academy. The Academy was just what I needed to get back on track. I learned many valuable teaching tools and techniques, and also had the opportunity to discuss the research and educational theory that supports them. But, the best part of the academy was the learning community that I became a part of. I met colleagues from other disciplines, all of whom care deeply about student learning and who shared different perspectives that helped me to think about my teaching in new ways. I made deeper connections with the wonderful FaCIT staff and became more aware of the great resources they have to support faculty at CMU. The High Impact Teaching Academy helped me regain my enthusiasm for teaching and my commitment to continually seeking to improve my classes, so that I don't fall into the rut ever again!​

Eligibility

Regular faculty, full-time and part-time fixed-term faculty, or graduate teaching assistants who will have instructional responsibilities as part of their appointments in 2014-2015 are invited to apply for the Academy.

Supervisor Endorsement

Applications to the High-Impact Teaching Academy must include an endorsement from the instructor’s department chair(s) or applicable supervisor(s). The chairperson’s and/or supervisor’s signature on the application signifies that th​e applicant’s semester of work with the Academy will advance the mission and goals of the department/college. Please note that this program is designed to support instructors who pursue instructional excellence; it is not designed as a source for remediation.  


Personal Statement
Please submit a Personal Statement clarifying why you wish to participate in the High-Impact Teaching Academy at this time and how participation will provide key benefits to you and your department.  The Personal Statement should be no more than one page (approximately 250 words).


Membership Expectations

  • Academy applicants must plan to teach one or more courses or have other instructional responsibilities during his/her participation in the Academy or immediately following. 
  • Academy members will participate in eight (8) seminars on high-impact teaching and learning topics offered monthly on Thursdays, September, 2014, – April, 2015, from 12:00 p.m. – 3:00 p.m. (Lunch will be provided at each session.) Academy members will select the topics to be explored based on their collective interests and needs. Examples of sample sessions include:  (1) understanding, motivating, and engaging today's learner; (2) creating a positive classroom community; (3) developing significant learning goals and objectives; (4) developing quality assessments that inform teaching and learning; (5) high-impact teaching practices focused on active and collaborative learning, team-based learning, or critical thinking; (6) integrating learning technologies into the classroom; and (7) documenting and evaluating teaching. Each seminar will have required readings and preparatory activities with approximately 2 – 4 hours of preparation per month. The 2014 - 2015 session dates are as follows:
    • ​September 25, October 16, November 20, December 11
    • January 15, February 19, March 19, April 16 
    • May TBD: Celebration and Presentation of Academy Work (typically 4:30 p.m.  – 6:30 p.m. on an evening that is convenient for all cohort members)
    • (Please note this Academy will be offered again in 2015-2016 with alternative days and times.) 

  • ​Academy members will be expected to create a teaching or course portfolio comprised of reflective statements and deliverables/products that align with the session topics. Examples from prior Academy members include revised syllabi, revised learning assignments, revised rubrics/assessments, reflections focused on the implementation of classroom assessment techniques, teaching philosophy statements, and evidence of realigned course objectives, learning assignments and assessments. Members are encouraged to create a teaching or course portfolio that aligns with their personal and professional goals and interests.     
  • Members who complete the Academy expectations will receive $400 for professional development materials or activities. 



Criteria for Selection of the High-Impact Academy Members​

  1. The applicant must plan to teach at least one course as a part of a course during his/her participation in the Academy or immediately following.
  2. Quality of endorsement from department chair(s)/supervisor(s). 
  3. Evidence of interest in and commitment to improving student learning. 
  4. Readiness to design or redesign a new or existing course.
  5. Evidence of the potential for instructional excellence.
  6. Willingness to advocate for good teaching among his/her peers.
  7. Willingness to commit the time needed to benefit from Academy membership and to participate in ALL of the seminars. (Please tentatively save the session dates in your calendar.)  ​


Selection of the High-Impact Academy Members

Applications will be reviewed by FaCIT staff and by former members of the High-Impact Teaching Academy. All applicants will be notified by Tuesday, September 16, 2014. ​




Required Application Materials​

One electronic version of the following supporting materials is required. 
   
  1. Completed Application Cover Sheet. 
  2. A brief Personal Statement clarifying why you wish to participate in the High-Impact Teaching Academy at this time and how participation will benefit you and/or your department/college.
  3. A sample syllabus.

Submitting Application Materials

Please email all application materials to Eron Drake at drake1ee@cmich.edu. Applications without all the required supporting materials will not be considered.

  • Application documents are due by Monday, September 8, 2014 at 5:00p.m. to Eron Drake at drake1ee@cmich.edu.​
  • If you do not receive a confirmation message within 48 hours of submitting your application documents, please contact Eron Drake at 989.554.1550 or at drake1ee@cmich.edu.​

​Questions About the High-Impact Teaching Academy
If you have questions about the program or the applicatio​n process, please contact Eron Drake at drake1ee@cmich.edu or 989.554.1550.


2013-2014 High Impact Teaching Academy Cohort Members

​Abalo Adewui
Professor
Teacher Education and Professional Development, College of Education and Human Services

Lindabeth Binkley
Assistant Professor
Music, College of Communication and Fine Arts
Dustin Bissell
Graduate Teaching Assistant
English, College of Humanities and Social and Behavioral Sciences

Quri Daniels-Witt
Graduate Teaching Assistant
Biology, College of Science and Technology

Alisha Fisher
Graduate Teaching Assistant
English Language Institute, College of Humanities and Social and Behavioral Sciences

Marcia Mackey
Associate Professor
Physical Education and Sport, College of Health Professions

Alicia McGrew
Graduate Teaching Assistant
Biology, College of Science and Technology

Justin Plevinski
Fixed-term Faculty
Human Environmental Studies, College of Education and Human Services

Steve Tracy
Lecturer II
Business Information Services, College of Business Administration

Laura Zwissler
Assistant Professor
Philosophy and Religion, College of Humanities and Social and Behavioral Sciences


2012-2013 High Impact Teaching Academy Cohort Members

Michelle Campbell
Graduate Teaching Assistant
English Language and Literature, College of Humanities and Social and Behavioral Sciences​

Amy Dykhouse
Graduate Teaching Assistant
Psychology, College of Humanities and Social and Behavioral Sciences

Troy Hicks
Associate Professor
English Language and Literature, College of Humanities and Social and Behavioral Sciences

Mark Hwang
Professor
Business Information Systems, College of Business Administration

Danielle Petersen
Lecturer
English Language Institute, College of Humanities and Social and Behavioral Sciences

Mary Wendt
Post-doc Lecturer
English Language and Literature, College of Humanities and Social and Behavioral Sciences

Jeanneane Wood-Nartker
Professor
Human Environmental Studies, College of Education and Human Services

2012 Spring - High Impact Teaching Academy Cohort Members

Adam Barragato
Fixed-term Faculty, Communication, College of Communication and Fine Arts

Timothy Connors
Professor, Communication and Dramatic Arts, College of Communication and Fine Arts​
Eric Connon
Ph.D. Candidate, History, College of Humanities and Social and Behavioral Sciences

Tolga Kaya
Assistant Professor, Engineering and Technology, College of Science and Technology

Heather Knewtson
Assistant Professor, Finance and Law, College of Business Administration

Debra Linton
Assistant Professor, Biology, College of Science and Technology

James McDonald
Professor, Teacher Education and Professional Development, College of Education and Human Services​

Crina Tarasi​
Assistant Professor, Marketing, College of Business Administration

John Zappala
Assistant Professor, Master of Science in Administration, College of Graduate Studies

Questions?

If you have questions about the program or the application process, please contact Eron Drake at drake1ee@cmich.edu or 989.554.1550.​



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