Documentation:TDPforNewFaculty/programhandbook

Vision and Mandate

The Teaching Development Program (TDP) for New Faculty is a faculty development program offered by the Centre for Teaching, Learning, and Technology (CTLT). The TDP for New Faculty will help participants build a foundation for their teaching careers by providing a network of support around teaching and learning. The intended audience is faculty who are either new to teaching, new to UBC, or both. The Teaching Development Program for New Faculty recognizes and caters to the specific professional development needs of new faculty at UBC. Following the 2014 Teaching Practices Survey respondents’ recommendations that UBC should develop a culture that values effective teaching as much as research, the Program was created to help facilitate the development of an institutional culture that supports teaching excellence at UBC.

The TDP for New Faculty is designed to foster a multidisciplinary learning community and peer-support program for new faculty that complements other professional development pathways that currently exist. Experienced faculty and CTLT staff will contribute experience and expertise to the development and delivery of the program and the creation of continuing networking opportunities. After successfully completing this program, individuals may wish to complete further CTLT programming that focuses more extensively on course design, equity, and diversity, teaching with technology or the scholarship of teaching and learning.aligning with the three themes in UBC’s strategic

Aligning with UBC's Strategic Plan

The TDP for New Faculty aligns to a number of themes in UBC’s strategic plan of inclusion, collaboration, and innovation and, in particular, two core areas:

Core Area One: People and Place

Strategy 1: Great People. Attract, engage and retain a diverse global community of outstanding students, faculty and staff.
Strategy 3: Thriving Communities. Support the ongoing development of sustainable, healthy and connected campuses and communities.
Strategy 4: Inclusive Excellence. Cultivate a diverse community that creates and sustains equitable and inclusive campuses.

Core Area Three: Transformative Learning

Strategy 11: Education Renewal. Facilitate sustained program renewal and improvements in teaching effectiveness.
Strategy 13: Practical Learning. Expand experiential, work-integrated and extended learning opportunities for students, faculty, staff, and alumni.

Guiding Principles

The guiding principles described here provide a framework for the TDP for New Faculty under which new faculty from different backgrounds and disciplines can work and learn together.

Develop instructor's Identity: This principle describes how new faculty come to understand themselves as instructors. The Cohort Program will encourage participants to reflect on factors such as their teaching perspectives, social location and positionality, and disciplinary approaches to teaching.
Cohort-based Faculty Learning Community: Within the Cohort Program, a faculty learning community (FLC) will be a group of cross-disciplinary faculty, engaging in an active, collaborative, year-long program with a curriculum focused on enhancing teaching and learning.
Self-direction and Autonomy: Within the Cohort Program, new faculty will be able to choose from learning opportunities in a variety of content areas representing current and emerging themes.
Experiential Learning and Education: Within the Cohort Program, experiential learning is a pedagogy that focuses on engaging and reflecting on experience as the foundation for learning. New faculty are guided through reflecting and examining their teaching during the year and encouraged to apply their learning directly into their classrooms.
Equity, Diversity, and Inclusion: The Cohort Program will introduce participants to the institutional context of UBC, including its implications for the experiences of diverse faculty and students, and engage participants in a process of creating a more inclusive and equitable teaching and learning community on campus.
Indigenous Engagement: In aligning with the Indigenous Strategic Plan, the Cohort Program introduces participants to the history and context for Indigenous engagement at UBC and offers support and connections to continue pursuing this learning.

Program Outcomes

These outcomes represent the TDP for New Faculty's vision of the knowledge and skills that participants should be well positioned to achieve by graduation:

Develop skills to design and deliver face-to-face, blended and online teaching to respond to dynamic and diverse learning needs.
Develop a sense of community and belonging within a group of supportive peers and amongst the current UBC teaching and learning networks.
Learn about teaching and learning resources and research.
Co-create a shared space of inquiry and reflection to consider approaches, strategies, and practices in the classroom.
Learn about and consider the institutional contexts for diversity, inclusion, equity, and Indigenous engagement at UBC.
Begin developing a teaching and learning portfolio.

Intended Audience

The intended audience is newly hired research and teaching track faculty who are either:

New to teaching - e.g., newly hired faculty who have little or no experience or training in teaching (up to two years); or
New to teaching at UBC - e.g., newly hired faculty members who have taught at another higher education institution, but are new to teaching at UBC.

Graduation Criteria

NEEDS WORK To achieve the TDP for New Faculty Certificate, participants must complete the required core and elective courses, attend all of the required in-person program meetings and complete the online course activities. Participants cannot miss more than one in-person program meeting in order to graduate. In the case of absence the options are: 1) Connect with your TDP Consultant and/or 2) come back and attend the in-person program meeting when it is next offered and complete the program at that time. Any exemption from particular requirements within the courses must be requested in writing to your TDP Consultant. Under exceptional circumstances, a student who withdraws can apply the next year for re-admission.

Curriculum

Program Format

One of the most distinctive features of the TDP for New Faculty is our innovative blended program delivery model. The format includes face-to-face sessions at UBC combined with interaction in the online Canvas Online Hub. Those who complete all core and elective courses are awarded a TDP for New Faculty Certificate of Completion.

Coursework

Component	Offered
1/ Canvas Online Hub (this includes portfolio development)	throughout the year
2/ Instructional Skills Workshop (ISW)	Dec 2019 + Feb 2020
3/ Teaching Development Program for New Faculty Kick-off Session	Aug 29th, 2019
4/ Classroom Climate (select two sessions)	throughout the year
5/ Inclusive Teaching (select one session)	throughout the year
6/ Teaching Development Program for New Faculty Mid-Year Checkin	Dec 17th, 2019
7/ Teaching Development Program for New Faculty Capstone	April 30, 2020
8/ Four elective sessions	throughout the year

Time Commitment

The TDP for New Faculty intended to be a flexible program for new faculty with significant responsibilities such as a teaching appointment and family. We anticipate a total time commitment of approximately 59 hours between August 2019 and April 2020. For success in the program, participants are expected to complete the following:

Approximately 35 hours of core elements (including 3 in-person program meetings)
Approximately 8 hours of elective elements
Approximately 16 hours of online engagement and reflection (about two hours per month)

Applicants should note and set aside the required dates for the in-person portion of the program, plus organize their other responsibilities for the coming months so that they have time for the TDP for New Faculty studies/engagement during every week.

Changes to Curriculum

The learning objectives, topics, and assignments that make up the program will change over time to reflect the needs of program participants, new best practices and technologies, and the best use of university resources. The program may also change in duration, number of instructional hours or requirements for completion.

To receive the Teaching Development for New Faculty Certificate, participants must complete the required curriculum and the number of instructional hours, including the three in-person sessions (kick-off- mid year checkin, and capstone) that are compulsory at the date they are admitted to the program. As the certificate program evolves, the following guidelines apply to minor program changes:

participants who have completed courses that are subsequently removed from the program curriculum will receive credit for those courses.

Program Policies

Limited Enrolment

A limited number of applicants are admitted to the TDP for New Faculty. Meeting minimum admission requirements does not ensure admittance to the program.

This large part of the program involves a cohort of participants; therefore, participants are expected to complete the program within the duration of the schedule. In specific circumstances, if a participant must withdraw for personal reasons, he or she may be considered for a subsequent offering of the program if space permits and if the program continues with the same program requirements.

Availability of Program

Program availability varies from year to year, depending on demand and availability of resources to offer the program. The program requires minimum enrolment to run and may be cancelled if there is insufficient enrolment.

Academic Integrity

The Centre for Teaching, Learning and Technology's TDP for New Faculty is committed to academic integrity and takes academic misconduct seriously. Penalties for cheating, plagiarizing or other academic misconduct may include dismissal from the program or course with a failing grade and no refund of fees. For information about UBC’s policy on this matter, see universitycounsel.ubc.ca/policies/policy85.pdf.

Use of Technology

Participants must abide by the UBC Responsible Use of Information Technology guidelines. For details, see https://it.ubc.ca/services/security/ubc-information-security-office/security-policies.

Accessibility

need content re: program as a whole

Accessibility in TDP Online Hub

The TDP Online Hub is committed to providing a website that is accessible to the widest possible audience, regardless of technology or ability. We are actively working to increase the accessibility and usability of our website and in doing so adhere to many of the available standards and guidelines.

Whilst the TDP Online Hub strives to adhere to the accepted guidelines and standards for accessibility and usability, it is not always possible to do so in all areas of the website.

We are continually seeking out solutions that will bring all areas of the site up to the same level of overall web accessibility

Admission Information

Application Process

Applicants should read and familiarize themselves with the program handbook before applying to the TDP for New Faculty. The TDP for New Faculty has a formal admissions procedure which ensures quality education and participant support. The admissions process also helps to ensure that the needs, intentions and expectations of participants are adequately matched to the program's objectives and capabilities.

Evaluation of Applications

In addition to completing the application form, which can be found at the end of this handbook or online at URL .....

The TDP committee evaluates applications based on the following criteria:

compatibility of Letter of Intent with current program goals and objectives
suitability of work experience

Once applications have been reviewed, applicants will be notified by email regarding acceptance in the program.

Contact Us

For more information about the program or the application process, please contact us:

Emily Renoe, Senior Educational Consultant, Centre for Teaching, Learning & Technology

emilyDOTrenoeATubcDOTca

This program handbook is current as of September 19, 2019.