Promoting Instructional Quality in China’s System of Higher Education
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Transcript of Promoting Instructional Quality in China’s System of Higher Education
Promoting Instructional Quality in China’s System of Higher Education
Presenter:Latasha W. Lane, M.A.
PhD CandidateThe University of Toledo, Toledo, Ohio USA
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PhD candidate – Higher EducationThe University of Toledo (UT)Topic: Faculty Professional
Development Programs Influence on Teaching Quality of Public Community College Part-Time Faculty
Advisor: Dr. Ron Opp
About the Presenter
• Part-time faculty member (UT) – 5 years• 17 years experience in higher education - Two-
year (community colleges) and four-year colleges• Presidential Fellow – Wayne County Community
College District – Detroit , Michigan, USA
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Overview of Presentation
1. Higher Education and China2. Quality and Faculty3. Western Ideals of Quality Faculty4. FOCUS: From INSTRUCTOR to LEARNER5. Defining Faculty Professional
Development6. Approaches and Keys to Faculty
Professional Development Programming7. Discussion
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Higher Education and China
1. Modern Chinese higher education experienced its greatest transformation in the last 10 to 15 years
2. Rapid increases in student enrollment
3. Spread of available opportunities for citizens in rural areas
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Higher Education and China
1. Increased emphasis on quality over quantity in educational attainment within higher education
2. Many conversations about educational and institutional excellence are associated with student success
3. China’s increasing global importance of its educational system and competitive impacts of educational attainment
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Quality and Faculty
1. Educational and institutional excellence is applicable to faculty populations and their achievements as well
2. Presence of a teaching contingency prepared and trained to facilitate learning in the classroom is optimal for student success and continued improvement
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Western Ideals of Quality Faculty
By Western standards, measures of instructional quality of faculty are generally based on:– Degree(s) earned– Teaching experience– Assessment/evaluation reports
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Focus: From Instructor to Learner
1. Conversations about engaging and involving students are central for instruction
2. With increased emphasis on student learning outcomes, focus of faculty professional development programming is directed away from the instructor and towards the learner – the student
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Defining Faculty Professional Development
• Refers to two concepts typically used separately, faculty development and professional development
• Combined, they indicate programs and activities that allow faculty to further develop and manage their capacity to have maximum impact on achieving the mission, vision, goals and objectives of a post-secondary college or university.
Source: Professional and Organizational Development Network
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Source: Xinshiji Jiaoxue Yanjiusuo, 2010
Satisfied39%
Very Satisfied3%
Missing5%
Very Unsatisfied13%
Unsatisfied40%
Attitudes of Full-time Faculty (at Chinese Universities) in Regular Four Year Higher Education Institutions towards Faculty Development Programs (5,000 respon-
dents)
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Approaches to Faculty Professional Development
Programming
1. Theory-to-practice based models 2. Single-day, all-college conference
events3. Formal program schedule with
multiple seminars throughout year4. Face-to-face and online delivery
formats5. Availability of incentives to
encourage participation
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Keys to Successful Faculty Professional Development
Programs1. Conduct pre-assessment to determine
instructional needs based on college mission and student learning outcomes
2. Align institutional policies and practices to support faculty professional development programming
3. Design and implement assessment process to facilitate continuous improvement and quality
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References
Bloland, P. A. (May/April 1993). Alexander W. Astin. Higher education’s relentless reformer. Journal of Counseling and Development, 71, p. 371-380
Li, Y., Whalley, J., Zhang, S., Zhao, X. (2008, April 18). China’s higher education transformation and its global implications. Retrieved from http://www.voxeu.org/index.php?q=node/1066
Yu, X. (2009). Faculty employment policy shift in Chinese higher education. The Journal of Education, 188, p. 51-62
Mohrman, K., Geng, Y., and Wang, Y. (2011). Faculty life in China. The NEA 2011 Almanac of Higher Education, p. 84-99
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DISCUSSION
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Thank You!
Promoting Instructional Quality in China’s System of Higher Education
Presenter:
Latasha W. Lane, M.A.PhD Candidate
The University of Toledo, Toledo, Ohio USA
Contact Information:
Email:[email protected]
Epsilen ePortfolio web address:http://www.epsilen.com/llane