Expectations of Affiliate Faculty
Complete faculty expectations are detailed in the official LOA. Generally, hired faculty are expected to:
- Ensure that instruction is consistent with the syllabus for the course listed as approved by the GFC MSU’s Curriculum Committee and as submitted with the request to teach a class for dual credit.
- Attend trainings provided by the school district and/or GFC MSU related to dual enrollment courses.
- Communicate with the school district and GFC MSU personnel as needed to enroll students in the course and ensure their access to student services.
- Submit attendance reports and grades by the established deadlines.
- Collect feedback through online student evaluations (provided by GFC MSU).
- Engage in the course alignment process by communicating with the GFC MSU Department
Chair or Program Director regarding course content and delivery, coordinating classroom
visits, and submitting the following at the end of term:
- A summative assessment tool (i.e., final project, exam, or essay)
- A sample assignment and accompanying rubric
- GFC MSU Learning Outcome Assessment Form http://www.gfcmsu.edu/about/assessment/faculty_selfeval.html
Teacher Training for Affiliate Faculty
Based on national and local research, affiliate faculty should be equipped with knowledge and skills to effectively teach an authentic college course.
By better understanding how and why dual enrollment influences students, GFC MSU can help concurrent teachers improve their curriculum and program design, their content delivery and the ways they structure their classrooms to help students succeed.
Typically, affiliate faculty attend one in-person training each academic year. Additionally, faculty may meet with college department and program chairs, observe in the college classroom, or host a college faculty member for observation and assessment in their dual credit classroom.
In-person training topics vary based on the need of our faculty. Some possible topics include:
- Understanding the importance of ensuring authenticity and implementing college teaching strategies in the concurrent classroom
- Presentation of theory and rationale for authenticity
- Overview of student development theory, scaffolding, assessments
- Facilitated interactive activities to compare high school and college courses
- Teaching strategies
- Round table discussion/troubleshooting of challenges to authenticity
- Provide solutions/understanding of concurrent classroom challenges (independence, note-taking, textbook reading, homework policies, time management, etc.)
- Sharing of best practices
- Policies and Processes: overview/review of deadlines, applications, etc.
- Information about support services for students (tutoring, disability services, etc.)
- Discipline-specific break-out sessions for concurrent instructors to meet with department chairs
- Review of outcomes and rules of the course to be equivalent to the college-only class
- Understanding evaluations and assessments