NACEP Publishes Issue Brief & Hosts Webinar on Professional Development for Continuing Instructors
One of the defining characteristics of concurrent enrollment is the connection between the college faculty and the secondary instructors. Thus, one of the most important NACEP accreditation standards is Faculty Standard 3: “The concurrent enrollment partnership (CEP) provides annual discipline-specific professional development activities and ongoing collegial interaction to address course content, course delivery, assessment, evaluation, and/or research and development in the field. The CEP ensures CEP instructor participation.”
Not only does this standard assist in the maintenance of meaningful relationships between the high school concurrent enrollment instructors and the post-secondary faculty, it also helps the concurrent enrollment instructors better educate their students as the teachers gain more insight into their academic area.
Providing professional development opportunities to veteran instructors within the discipline can be challenging. To share best practices and examples for engaging concurrent enrollment instructors and their college faculty counterparts in the discipline in effective and meaningful professional development NACEP has published an Issue Brief, Discipline-Specific Professional Development for Continuing Instructors.
Within the brief, readers will find examples from several NACEP-accredited concurrent enrollment programs representing a wide range of institutions, high school partnerships, and academic disciplines. It also offers recommendations for programs aiming to build strong collegial partnerships, an essential element of successful professional development.
To delve into this subject in more depth, NACEP offered a webinar to its members entitled “Providing Effective Discipline-Specific Professional Development for Continuing Instructors” on April 29 to help institutions develop new programming to keep veteran instructors engaged year after year.
Presenters included Deanna Jessup from the Indiana University Bloomington’s Advance College Project and Tim Stetter from the University of Washington’s UW in the High School program.
During the webinar, a few themes emerged. First, requirements for participation in professional development must be clearly communicated to concurrent enrollment instructors and secondary administrators. It is also essential that concurrent enrollment instructors feel a connection with the college campus. Both faculty and high school instructors should have input when developing discipline specific professional development workshops.
Indiana University-Advance College Project
Deanna Jessup shared strategies that Indiana University utilizes with its English and Literature concurrent enrollment instructors, which are typically one-day sessions held on the Indiana University campus during the school year. Examples of Advance College Project professional development activities include communicating changes in course content, addressing issues brought up by secondary and post-secondary faculty, using panel discussions to share instructional techniques, and organizing faculty-led workshops to discuss assignment criteria. When adopting new textbooks or textbook editions, Advance College Project has hosted the textbook author on campus to lead a workshop for concurrent enrollment instructors.
University of Washington-UW in the High School
Tim Stetter of the University of Washington’s UW in the High School outlined six features of professional development offered by the University for continuing concurrent enrollment instructors:
- Updates on course curriculum, new topics, lab exercises, or new textbooks.
- Exploration of deep content of the course they are teaching. For example, one University of Washington faculty member led a workshop about teaching the French language through fairy tales.
- Connecting to the real world to make the course material relevant to the students.
- Teacher leadership opportunities for veteran concurrent enrollment instructors to share their knowledge with their colleagues.
- Professional activities for concurrent enrollment instructors to showcase their expertise by contributing to a journal article or presenting or attending a professional or academic conference.
- Collegial interaction through roundtable discussion and observing faculty teaching classes on campus.
Both presenters covered considerations for planning professional development activities, and logistical and funding issues were explored in depth during the Question and Answer period.
Want to know more?
NACEP members may listen to the original webinar at http://www.nacep.org/member-resources/webinars/. If you are not a NACEP member and you are interested in accessing the webinar, please contact Kimberly Mobley at email@example.com.