2013 Hilos Summer Institute

Rationale

This institute is focused on support to faculty/staff through targeted professional development opportunities. In Faculty Development in Higher Education, Gardiner (2009) found that one of the most pressing issues in higher education is how to improve, measure, and ensure student learning. Higher education's constituents, from taxpayers, parents, legislators and business leaders are demanding that institutions educate their students better and colleges have responded. Student learning has become a higher priority and campuses offering more teaching professional development activities resulted in academic growth among college students in undergraduate courses. Professional development activities grounded in the following principles are best practice:

  • Professors must understand the solid grounding in both theory and practice in both higher education and one or more disciplinary content areas.
  • Professors must develop intended student outcomes which are clear and explicit.
  • Implementation of student outcomes that go beyond primary factual and low-level conceptual learning to a mastery of higher order thinking, complex problem solving, and ethical reasoning.
  • An understanding by the faculty of the importance of clearly articulated outcomes that go beyond the cognitive and psychomotor domains to outcomes that include affective components such as self-affirmation, interpersonal and team skills.
  • High quality faculty development that provides an understanding of the shift from a tradition-based, primarily theoretical educational process to a research-and theory-based process.
  • Further appreciation by faculty and staff that professional development is necessary to support innovation throughout a professional's career.
  • Recognition and understanding of the compelling evidence indicating that all students, especially low-income and at risk students benefit from focused and intensive academic support services.