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Faculty Development Manual

 

I. OVERVIEW OF THE PROGRAM
One of the important stakeholders in the academe is the teaching force. Despite technology having made significant change in the way education is delivered in the 21st century, the teacher remains playing an important role in the transmission of knowledge and development of skills and attributes of the learners in order to make the latter become productive members of the society. Alongside this fact, it can be said that the quality of graduates depends much on the quality of teachers. If teachers lack the necessary skills and competencies themselves, there is a great chance that students may also lack competence.

The College of Graduate Studies of the Don Mariano Marcos Memorial State University considers the faculty as one of its single greatest resources. The college stands on the ground of having quality faculty who will not only be involved in the effective delivery of instruction and guiding the graduate students in their scholarly pursuits, research projects, and other professional development endeavors but one who must also possess the skill in the conduct of research and extension as part of the triadic mission of the university towards operationalizing its mandate and contributing to national development. It is to this goal then, that the faculty should be the strongest force in the academe, and it is to this that the university, particularly the college, invests in faculty development.

The ongoing personal and professional growth of all faculty members is essential to the continued strength and vitality of the institution. The educational environment in the Philippines and the global arena is changing in unprecedented ways as affected by globalization, technological, and environmental issues that call for a more attuned and responsive institution.

To ensure quality of programs and institutional responsiveness to the changing needs of both students and programs, the college is committed to supporting a comprehensive development plan which serves not only the graduate college but also the base college of the faculty who benefit from the program. The upgraded faculty, in turn, will further support the college in meeting goals of institutional growth as expressed in such documents as the DMMMSU, SLUC, and CGS Strategic Plans for system-wide development.

Programs and activities of Faculty Development will further the educational and professional goals of individual faculty members and staff. It aims at enhancing the academic and intellectual environment in the Institutions by providing faculty members with enough opportunities to grow in the university and pursue research and also to participate in seminars / conferences/workshops. Participation in such programs would enable faculty members to update their research and pedagogical skills as well as engagements in health and wellness programs for total development as a professional, as a person, and as an employee.

In general, the program will be a statement of priorities that will best serve institutional and collective goals. While individual proposals are considered, professional goals will have priority over personal ones.
For the purposes of planning, “faculty” and “staff” are defined as one who holds a teaching/non-teaching plantilla position in the University, respectively. The college will support and facilitate the professional and correlative personal growth of its faculty and staff by means of a comprehensive development program as embodied in Chapter VII of the Faculty Manual as approved by BOR through Resolution No. 2011-42.

II. ADMINISTRATION

The Faculty and Staff Development Program (FSDP) of the College is administered by the Faculty Development Council (FSDC) consisting of the following:
1. The Dean of the College who acts as the FSDC Chair
2. CGS Program Coordinators
3. CGS Curriculum Adviser of a specific program concerned
4. CGS Facilitator of Instruction/Research/ Extension (any of the three (3) depending on the nature of the proposal)
5. President of the Faculty Association or Non-Teaching Association of the College/Campus

There shall be a Faculty and Staff Resource Center to house information on conferences, grants and other funding options, and other faculty development opportunities (including exchanges and sabbaticals).
Funds to support Faculty and Staff Development activities shall likewise be appropriated from the college/campus/university budget.

Faculty Development Chair: Duties and Responsibilities

The Faculty and Staff Development Council Chair will:
1. Assess faculty interests and needs for appropriate personal and professional development
2. Initiate, coordinate, and promote faculty development activities, based on institutional as well as individual needs
3. Serve as Chair of the Faculty and Staff Development Council
4. Work with the Faculty and Staff Development Council to establish a specific agenda of projects and activities for the current academic year and make recommendations for the upcoming academic year.
5. In consultation with the Faculty and Staff Development Council, establish and regularly review guidelines for the distribution of funds in support of Faculty Development proposals.
6. In consultation with the Faculty and Staff Development Council and the Chancellor of the Campus, allocate funds in support of Faculty and Staff Development proposals.
7. Coordinate the activities of the Faculty and Staff Resource Center in order to gather and disseminate information on development opportunities to college faculty.
8. Consult and coordinate, as needed, with other members of the campus/university committee who may also be responsible for planning staff development and related activities.
9. Consult and coordinate, as needed, with other Faculty and Staff Development Council chairs, in the DMMMSU System/Faculty Association of DMMMSU on staff development and related activities.
10. Prepare an annual report on activities and expenditures in support of Faculty and Staff Development.

Faculty and Staff Development Council: Functions and Activities

The Faculty and Staff Development Council has the following functions:
1. Conduct screening of all applications for scholarships and grants
2. Evaluate and monitoring status of scholars
3. Recommend actions to the President on requests like extension of grants, leave of absence, and other requests/proposal pertaining to scholarship

Moreover, the Faculty and Staff Development Council will assist the FSDC Chair in the following activities:
4. Assessing Faculty and Staff Development interests and needs
5. Planning and implementing activities in support of Faculty and Staff Development
6. Creating and action agenda and sourcing annual budget
7. Developing guidelines for the distribution of funds allocated for Faculty and Staff Development
8. Allocating funds for proposed Faculty and Staff Development activities
9. Reviewing and evaluating the effectiveness of Faculty and Staff Development activities
10. Facilitating communication with the faculty at large

General Guidelines for the Allocation of Faculty and Staff Development Funds
The allocation of Faculty and Staff Development funds shall:
1. Be consistent with institutional goals as expressed in the DMMMSU/SLUC/CGS Strategic Plan and other faculty and staff development planning documents
2. Give priority to collective over individual benefits, and to professional over personal goals
3. Ensure equitable distribution of resources among the different programs
4. Be based on consideration of the intrinsic merit of individual proposals
5. Be attentive to the cost-effectiveness of each proposal
6. Include requirements for final reporting comparable to those for system-funded travel and sabbatical leave
7. Encourage and support the sharing of knowledge and experience, so that other individuals and larger collegiate constituencies will also have an opportunity to benefit

Entry Requirements
To avail of the college faculty and staff development program, a faculty or staff should:
1. Be a holder of plantilla position
2. Have rendered at least two (2) years of continuous service in the College
3. Have at least very satisfactory (VS) performance ratings for the past two (years)
4. Be physically fit and in good health
5. Have no pending administrative and/or criminal case
6. Not more than:
a. 40 years old for MA/MS degree
b. 45 years old for PhD/EdD degree
c. 55 years old for post-graduate study

Types of Support under the Faculty and Staff Development Program

The Faculty and Staff Development Program supports continuing faculty and academic staff for a full range of activities normally associated with teaching, research, extension, and professional development. Funding options include: full or partial coverage of expenditures/scholarship, thesis/dissertation aid, compensation, service credit or compensatory time-off, study leave and official time-offs, deloading of workload, and other auxiliary support.

Full or Partial Coverage of Scholarship/Expenditures. For advanced education leading to a degree, full or partial scholarship may be granted with corresponding guidelines as defined in Sections 7-13, Chapter VII of the Faculty Manual. For non-degree or attendance to short-term training, seminars and other relevant activities, full or partial coverage of expenditures may be granted depending on the need of the college and availability of funds.

Thesis/Dissertation Aid is awarded to faculty and staff who are currently writing their research the conditions of which are stipulated in Sections 8, Chapter VII of the Faculty Manual.

Service credit, compensatory time-offs, or overload pay/monetary compensation (where fund is available) is granted for involvement in research, extension, and production activities and other relevant activities during off-periods as stipulated in Chapter IV of the Faculty Manual. The same is granted for faculty in attendance to trainings and such faculty and development activities during the period of Teacher’s Leave as stipulated in Chapter IV of the Faculty Manual

Study Leave and Official Time Off may be granted to faculty and staff who are currently in thesis/dissertation writing, board/bar review, and other similar activities as provided for in Chapter IV of the Faculty Manual.

Deloading is typically a unit reduction of a semester’s teaching load equivalent to the enrolled units for advanced education leading to a degree or diploma. Proposers requesting deloading must have the endorsement of the Offices of the Dean/Chancellor/ Vice-President concerned and approved by the Office of the President.

Auxiliary Support includes registration fee, travel, supplies, services, student/staff assistance, consultant support, and minor equipment where funds are available. All expenditures must meet the regulations and guidelines established by University/government. The Faculty and Staff Development Program cannot accept responsibility for any expenditure that does not conform with University/government guidelines.

Specifically, the following are guidelines for claiming auxiliary support grants:
• All paperwork associated with the project (purchase orders, travel expense reports, receipts, etc.) must be initiated by the faculty member and forwarded to the Office of the Dean.
• Requests for reimbursement must be submitted within a timely manner (i.e., within five (5) working days immediately after the trip/expenditure was made).
• All travel paid or reimbursed to employees must be done in compliance with the University/government travel policies. The travel expense report must be submitted at the earliest practical date following the trip.
• Claims should be itemized and chronologically listed.
• The travel expense report must be signed by “Claimant.”
• The travel expense report must be signed by “Dean”
• Government policy prohibits Faculty and Staff Development funds from being used to pay for meals and refreshments
• FSDC policy does not permit DMMMSU-CGS faculty to receive reimbursement for meal expenses related to any project. However, consultants/resource persons for in-service trainings and other relevant activities may be reimbursed for meal expenses at University rates.
• Printing work orders must be routed through the Office of the Dean. Duplicating and copying must be done in the college unless authorization is given prior to the expenditure. If you anticipate duplicating or copying while off-campus, please contact the Office of the Dean. Official Receipts must be submitted with a travel expense form.
• If your project includes fund for student assistance, contact the Office of the Dean PRIOR to hiring the student. The hiring process must conform with Student Employment guidelines.
• Faculty or staff recipient of any faculty development program is not entitled for honoraria from university funds when such activity is part of a return-service agreement as a condition in the faculty and staff development award.

Prereading/Editing Services. For grant writing and publications of college–endorsed/conducted proposals and researches, prereading/editing service is available. To request for the service, submit one copy of the proposal/research draft (typed, single-spaced) to the Office of the Dean at least three (3) weeks prior to the submission deadline. An experienced reviewer will critique the draft/process the statistical data. While this does not guarantee subsequent approval, reviewer comments may help improve the final version.

Statistical Services. For college–endorsed/conducted researches, statistical service is available. To request for the service, submit a soft copy of statistical data (encoded in Excel format) to the Office of the Dean at least one (1) week prior to the submission deadline. An accredited statistician will process the statistical data.

Acknowledgement of Support
Support received from the Faculty and Staff Development Program must be acknowledged on all public domain works (and in announcements of such works) that result from supported projects. For example, by including a statement such as, “this [type of work] was supported by the Faculty and Staff Development Program at DMMMSU-CGS.”

Termination of Employment/Service
The Faculty and Staff Development Program supports the development of faculty and academic staff who are continuing their service at DMMMSU-CGS. Recipients of Faculty and Staff Development Program support must forgo or return the previously approved support if they will not be continuing their services in the college for one academic year following the completion of the supported project. The FSDC will resolve any disagreement and enables the council to use the program’s limited resources to support a continuing faculty or academic staff member.

Final Report

All Faculty and Staff Development awards require a final report. The Faculty and Staff Development Council evaluates all final reports.
Approval notifications sent to grant recipients indicate a final report due date. The evaluation process answers the following question: “To what degree has an individual project supported by the Faculty and Staff Development Program met its stated objectives?” This evaluation is limited in scope, and the criteria used are general in nature.
Project files are evaluated independently by the Faculty and Staff Development Council. They examine official project documents submitted to the Office of the Dean, including:
• the original project proposal
• progress reports
• the final report including description and evidence of tangible outcomes (e.g. study guides, research papers, project materials), and
• the final report abstract form
The final report must provide evidence that the project objectives and outcomes have been met and professional development has occurred. The project evaluation form becomes part of the permanent project file.

Evaluation of Final Report

As a general rule, a project file will be “closed” if a majority of the Faculty and Staff Development Council members who review the project file agree that the project objectives and outcomes have been met. A project that is not “closed” may be “deferred” for re-evaluation at a future date, or declared “past due” by the Faculty and Staff Development Council.

Deferral/Past Due. If a project is not completed at the time of scheduled evaluation, a written request for a deferral of the final evaluation must be submitted in lieu of a final report. The request for deferral must include: a) the reason(s) for requiring a deferral, b) summary of the progress made to date, and c) a revised completion schedule for the project. Deferral of a final report will not be granted unless this information is provided.

If necessary, final reports may be deferred for up to one year. Only in the most extreme cases will final reports be deferred for more than one year, or will more than one Faculty/Staff Development project be deferred for a person at any given time. In cases where a request for deferral of the final report is denied, the project is assigned a past-due status.

Anyone with a past-due project is not eligible to apply for or receive additional support from the Faculty and Staff Development Program until the past-due status is removed. Any unexpended auxiliary funds that were allocated for a project declared past due are returned to the Faculty and Staff Development budget. A written request for reinstatement of these auxiliary funds must be submitted to the Faculty and Staff Development Council for its review and approval. A summary report of past-due projects is distributed annually. In addition, the college may impose further sanctions such as withholding professional allocations and/or denying opportunities for extra workload teaching or administration.

Request for Reconsideration. If the grant recipient disagrees with the Council’s decision to classify a project file “past due,” the grant recipient may request reconsideration. The following procedures are implemented:
1. Additional information is solicited regarding project activities, outcomes, etc., from the participant(s), and the participant’s Curriculum Adviser and College Dean;
2. That information, along with the original proposal, official documents, progress reports, and final reports are made available to the FSDC members who reviewed the original final report;
3. If the FSDC members still believe the project is not satisfactorily completed, this information is forwarded to the Campus Faculty and Staff Development Council;
4. If the Campus Faculty and Staff Development Council also believes that a project should be continued, that recommendation is sent to the Office of the Dean for a decision. Following the evaluation, the grant recipient receives a letter explaining the outcome of the evaluation process.
When a project file is closed, unexpended funds originally budgeted to support project activities are returned to the general program account.

Matching Funds and Extramural Grant Writing

Faculty and academic staff are encouraged to write extramural grant proposals. The grant proposal(s) must be comparable to those submitted to and competitive at a funding agency for a major research or curricular development project. Applications consisting of a Faculty and Staff Development Program cover sheet and a two- to four-page narrative will be accepted. Consultation with the Office of Head of Instruction/Research/Extension is strongly recommended prior to submitting a request. The proposal narrative must address groundwork done to date, the nature of the proposed grant, and the prospective funding agency, a timeline of activities, and a justification for the funding request. Five copies of the application must be submitted to the Office of the Dean. Requests will be reviewed by the appropriate Faculty and Staff Development Council.
While the Faculty and Staff Development Program provides funding support, it is not a substitute funding source for available extramural funds. One aim of the Faculty and Staff Development Program is to provide faculty and academic staff with opportunities to gain experience and knowledge that will enable them to submit competitive proposals to extramural funding agencies. Therefore, in situations where external funding sources exist, FSDC may require evidence of having submitted an extramural proposal as a contingency for obtaining future support.

Eligibility

1. All regular DMMMSU-CGS faculty and academic staff who are in active teaching/service for at least two (2) continuous service in the College are eligible for support.
2. Eligible faculty may submit proposals related to their teaching or research
3. Individuals, program/s or inter-departments (or other groups addressing an issue of common interest) may submit proposals.
4. Unless there is a compelling case to justify sending more than one faculty member to the same program, the FSDC will recommend support only for the faculty member who will, on the basis of the application, most benefit.
5. Recipients of Faculty and Staff Development Program support must forgo or return the previously approved support if they will not be continuing for one academic year following the completion of the supported project.
6. Proposers whose final reports have not yet been evaluated by the FSDC or whose projects have been deferred are eligible for future auxiliary funding. Anyone with a past-due project is not eligible to apply for or receive additional support from the FSDP until the past- due status is removed.

General Format of Proposals

1. Submit five copies of the proposal to Office of the Dean
2. A proposal generally consists of the following elements:
a. an abstract (not to exceed 150 words) and on a separate page from the narrative,
• a proposal narrative (maximum eight pages including graphs, charts or illustrations; single-spaced, 12-point type Arial, 1” margins).
b. a bibliography, if applicable (maximum 2 pages),
c. a budget (include service credits/COCs/time-offs and auxiliary support (i.e., supplies/materials, student assistance, etc.) and justification for each item (not to exceed one page), and
d. a letter of support from the Curriculum Adviser indicating feasibility and departmental interest.
3. The proposal should be written to be understandable to those outside of the discipline.
4. A proposal may require additional sections depending on the specific faculty and development program/project applied for.
5. The proposal must reflect clear and concise writing . The majority of the panelists will be from outside the proposer’s subject field. Therefore, avoid technical jargon and define terms/concepts. Proofread for organization, grammar, readability, clarity of objectives, sufficiency of details, length of proposal and legibility. Panelists are instructed to “grade low” rather than to “give the benefit-of-the-doubt” when they cannot understand crucial ideas.
III. DMMMSU-CGS PROGRAM FOR FACULTY AND STAFF DEVELOPMENT
The program is a comprehensive plan that looks into several facets of the faculty development as a teacher, professional, person, and employee.
The DMMMSU-CGS Faculty and Staff Development Program includes a variety of programs to support a broad range of development activities. The program’s primary objectives are to:
1. provide opportunities for continuing faculty and academic staff to renew their intellectual, physical, emotional, cultural, and spiritual vitality, and further their professional growth
2. improve the quality of delivery of the University’s academic programs and services through the acquisition of competencies and skills in instruction, research, and extension
3. improve system and organizational functioning within the College community,
4. better utilize the institution’s internal resources to improve instruction, research, and extension, and assist faculty and academic staff in their professional development.

Components
The program consists of three major categories of developmental activities: teacher support and professional development, personal development, employee’s job performance enhancement

Teacher Support and Professional Development
Under the Teacher Support and Professional Development, there are six (6) components listed below. All components require a proposal from a faculty or academic staff member through a self-nomination process and recommended for funding to the CGS Faculty and Staff Development Council.

1. Scholarship and Instruction Component – Supports continuing faculty and academic staff to engage in substantial teaching improvement efforts. Teaching proposals may focus on methods or delivery of instruction, or knowledge acquisition related to one’s teaching responsibilities. FSDC members evaluate proposals against criteria and needs specified in the Academic Strategic/Operational/Instruction Plan of the College.
2. Research and Extension Component – Provides support for new and continuing research and extension projects of continuing faculty and academic staff in all disciplines. In the evaluation process, the unique capabilities and interests of individual faculty and academic staff are considered. This component is administered by the Campus Research and Extension Unit in evaluating the proposals against criteria and needs defined in the Research and Extension Agenda of the college/campus/university. In-House Reviews use panelist evaluations to make award recommendations. Where funds are available, the College also awards auxiliary support for researches and extension approved by the College R & E Unit and FSDC.
3. In-Service Training Component – Offers special trainings, seminars, or workshops for DMMMSU-CGS faculty and staff in areas of professional and scholarly concern. These on-campus seminars or workshops may focus on educational issues, specific disciplines or professions, or topics of general interest to the academic community. Proposals are evaluated by the College FSDC.
4. Off-Campus Training Component – Provides faculty members in all academic areas with auxiliary support to cover registration fees, travel, and lodging expenses associated with focused, interactive professional learning experiences. The College FSDC evaluates proposals.
5. Academic Staff Professional Development Component – Provides academic staff with auxiliary support to cover registration fees, travel, and lodging expenses associated with structured professional learning experiences. The FSDC evaluates proposals.
6. Small Grants Component – Provides faculty and academic staff members with small amounts of auxiliary support. The FSDC Chair evaluates proposals.
7. Sabbatical Component – The FSDC also reviews and evaluates faculty applications for the DMMMSU System Sabbatical Program and other related professional development opportunities. The constraints and provisions of these programs are described in Section 5.1.4.7, Chapter V of the Faculty Manual.

Personal Development
DMMMSU-CGS believes that developing the faculty does not only involve professional and intellectual nurturing. The soundness of the body and spirit must be attended as well.
Alongside this, sports activities are held in the university and college that involve both the faculty and staff. There are scheduled health and wellness activities jointly conducted by the University/College, Faculty Association, and Non-Teaching Association.
Aside from these, there are also activities scheduled for purposes of providing avenues for faculty and staff to unwind from the rigors of daily work and of renewing the body and soul such as the following:
1. Sports and Cultural Development. The University schedules annual Faculty and Staff Sports and Cultural activities. Faculty and staff are also entitled to free use of sports and other facilities of the university subject to rules and regulations implemented in the management of such sports facilities.

2. Physical, Mental and Emotional Health Development. Aside from the free medical-dental services, the College has Health and Wellness Center whose services can be availed by faculty and staff for free.

3. Spiritual Health Development. Freedom on the choice of religion and beliefs is guaranteed in the university and faculty and staff may avail of the use of facilities (Chapels. Halls) subject to rules and regulations implemented in the management of such facilities. There are also scheduled spiritual retreats for the college faculty.

4. Field Trips, Educational Tours, and Learning Visits. Periodically, there are scheduled off-campus activities for the faculty and staff for professional and personal development.

Job Performance Enhancement
Under Job Performance Enhancement, there are four (4) components: Job and Benefits Orientation Components, Leadership Skills Component, Mentoring and Counseling Component, Pedagogical and Technological Support Component

1. Job and Benefits Orientation. New faculty affiliates at DMMMSU-CGS typically attend several required orientations in their transition to the Graduate School: The Orientation (NFO) provides an overview of key University and college aspects of academic life: teaching, learning, research, plus information on key trends and university/college initiatives. Likewise, the same orientation covers Policy and Benefits Orientation. The orientation is within 30 days of the appointment start date. Aside from the Orientation, the following are also provided to enhance the performance of the employee:
a. Graduate Program Orientation Meetings to get oriented to department and college-specific processes. Topics might include teaching and grading strategies and practices, graduate student advising, expectations regarding publications in the specific field.
b. For Curriculum Advisers, an orientation meeting with the Dean of the College of Graduate Studies and Office of Head of Instruction, Research and Extension is important to cover major policy and compliance matters related to instruction, sponsored-research, and extension activities. Topics might include sources of grant funding, and management of research budgets and personnel.
c. Provision of a Graduate Handbook is given in printed copies or downloadable from CGS website (dmmmsu-sluc.com)

2. Leadership Initiatives. Program Coordinators, curriculum advisers, and faculty participate in the Summer Institute of Leadership and Policy Conference. These events present opportunities to learn about DMMMSU-wide initiatives, discuss issues, and present on topics of mutual interest. Hosted by the Office of the Dean, each workshop brings the Program Coordinators and Curriculum Advisers as well as the faculty to showcase and discuss various initiatives on topics of relevance to their responsibilities. The workshop also prepares program heads for their upcoming responsibilities.
Additionally, there are programs for leadership development organized by the college and CGS-SBO that benefits the college administrators, faculty, and students.

3. Mentoring and Counseling Program
Mentoring. The core purpose of Mentoring Program is to provide collegial support to the new faculty and give candid and helpful feedback and guidance to the individual. It provides supportive atmosphere to assist the junior faculty in succeeding in his or her academic career in the graduate college.
Upon assignment, each junior faculty member is assigned a more senior member of the faculty as mentor. The assignment is made and monitored by the Program Coordinator.
Individual faculty members, mentors or mentees, may contact the Office of the Program Coordinators for coaching and guidance related to the mentoring expectations, relationship and in case of needing advice in challenging situations.

The Senior Faculty Mentor’s Responsibilities:
• Initiate mentor‐mentee relationship.
• Schedule first meeting with faculty.
• Define mentor/mentee relationship, emphasizing establishing a supportive and mutually beneficial relationship built on trust and confidentiality.
• Work with mentee to establish and update Statement of Professional Development
• Assist mentee to maintain balance in the areas of teaching, research and service to the college.
• Assist mentee in identifying internal and/or external mentors to provide support in areas where primary mentor’s resources might be limited
• Provide annual evaluative feedback on mentee’srogress in the four areas of evaluation
The Junior Faculty Member’s Responsibilities
It should be recognized and communicated to the junior faculty member that the ultimate responsibility for career trajectory and success lies with each faculty member himself or herself.
It is up to the junior faculty to respond to invitations to meet with their mentors, Curriculum Advisers, Program Coordinators, and the Dean; request counseling and mentoring sessions if such sessions are not otherwise scheduled for them; attend information sessions offered to them; and be familiar with the policies and procedures concerning reappointment
Similarly the junior faculty member should understand that a faculty mentor’s strategic advice is not a prescription for reappointment

Guidelines
• Junior faculty are usually paired with a senior faculty in the program. Mentoring involves observation sessions for the junior faculty. Performance reviews are provided periodically on key aspects of the faculty performance and providing the needed scaffolding.
• It is recommended that mentors be the Curriculum Adviser or senior faculty members of the program. In situations in which the initial mentor assignment is not successful, the Program Coordinator or the Dean should work with the junior faculty member to identify a suitable mentor.
• Mentors should provide guidance on an ongoing basis and should meet at least monthly with their junior faculty mentees.
• Junior faculty should also be encouraged to seek informal mentors from inside or outside their departments who may share interests and provide additional perspectives.

Counseling
Counseling refers to providing feedback on performance relative to the standards for reappointment. Curriculum advisers, program coordinators, and the dean should confer annually with each junior faculty member every semester to review his or her performance in light of the criteria for reappointment.
Appropriate areas to discuss may include:
• scholarship quality and productivity to date;
• general expectations of the discipline with respect to quantity;
• form or scholarly venue of publications;
• expectations, if applicable, about other indicators of recognition such as grant funding;
• suggestions for the scholarship that may be helpful;
• teaching quality, quantity, and type to date (including acknowledgment of special efforts in teaching);
• quality of performance in other academic activities (such as creative works or clinical practice), if applicable;
• general expectations as to levels of service appropriate for junior faculty (and acknowledgment of special service efforts); and
• any professional, behavioral, or institutional citizenship issues.

There should be a written record of these semestral reviews and discussions.
The written record provides an opportunity to give candid feedback to a junior faculty member on his or her academic performance and progress to date based on the results of the performance review. The review also provides a vehicle for this feedback, which should be constructive, realistic, and specifically tailored to the junior faculty and to the standards and criteria he or she will face in a future review.
The review is submitted with the recommendation papers. After receiving the performance review, the faculty member is encouraged to meet with his or her curriculum adviser to discuss in more detail the feedback contained in the letter. Curriculum advisers are, in turn, encouraged to offer such a meeting, if one is not requested.
Finally, although the purpose of the counseling letter is to offer practical guidance to the junior faculty member in regard to his or her future efforts (such as by pointing out areas for potential attention or improvement), the candidate should understand that the strategic advice offered is not a prescription for getting reappointments, but rather the letter writer’s best judgment based on the results of this review. As noted more generally below, the ultimate responsibility for career trajectory and success rests with each faculty member himself or herself.
The dean, program coordinators, and curriculum advisers should confer annually with each junior faculty member to provide counseling (i.e., feedback on his/her performance relative to the standards for reappointment).

 

 

4. Pedagogical, Technological, and Media Support Component

a. Teaching and Research Centers and Resources
The college also provides resources and centers that help the faculty in their work.
The Center for Research and Reform in Education and Teaching Excellence (CRREATE) is a comprehensive center that oversees research activity at DMMMSU-CGS. It provides information that includes research policy and administration, training requirements, funding opportunities outside DMMMSU as well as those within the University. The center also provides useful information and tools including some links and webpages that provide information about research centers, libraries, undergraduate research and offices and resources that support DMMMSU faculty.
The Center also assists DMMMSU-CGS faculty in creating project ideas and proposals, including guidance to meet agency requirements. The Office also helps identify potential partners and facilitates information and resource sharing among all of the University’s research programs.

b. Teaching Resource Hub
Resources for teaching at DMMMSU include classroom information and course resources for teachers, aids for using technology in teaching, and teaching centers. The DMMMSU Online Accessibility Program provides guidance to members of the CGS Community as they use the internet to share information with their constituents.
The Center shall also endeavor to offer a number of resources in designing new courses faster and more effectively, as well improve existing courses.
c. DMMMSU Online
Resources on courses, programs, and resources related to DMMMSU’s online education initiative. The CGS Online Learning provides support for pedagogy, content production, and web delivery. These resources are available on request for both on-campus and public courses, and include faculty forums on online learning.

d. Office of Accessible Education
DMMMSU has a strong commitment to maintaining a diverse and stimulating academic community, representing a broad spectrum of talents and experiences. Students with disabilities, actively participating in the various aspects of life at DMMMSU, are an essential part of the program.

e. Academic Lab
DMMMSU-CGS’s entrepreneurial learning and working environment are reflected in the wide range of administrative, logistical and innovative practices. Linked with the College of Computer Science, IT Services can be availed such as institutional networking, desktop, network and application support, remote network access services, and other technology-driven services.
Also included are many types of technology training ranging from classroom courses to self-paced, computer-based training, and others.

f. DZAG is DMMMSU-CGS’s Radio Station
With DZAG FM Radio Station as partner of the College, faculty members have the chance of promoting their advocacies and sharing their expertise to the general public and targeted audiences and conducting education on air.

g. The Catalyst: CGS Newsletter
The Catalyst is a college-produced newsletter. The Catalysts is published every month during the academic year. Faculty and students’ articles are accepted subject to the policies and regulations of the publication

h. Authorship and Publishing in the CGS Journal
The CGS Journal is a semi-annual publication of the college where faculty and students have the chance of publishing their articles and researches that enhance their professional practice and join the community of scholars and researchers.

i. Technology-Based Training
The College is linked with the University of Oregon-American English Institute that provides webinars for faculty members on relevant topics. Teacher resources can be accessed from their website.

 

 

 

 

 

 

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