PSU

Faculty Services

Orientation For New Faculty

Policy

It is mandatory for all new faculty members to participate in this orientation. The Orientation should take place during the non-teaching week prior to the start of the academic semester. (Please note that if for some reason the date has to be modified than the faculty member along with the department chairperson/director need to find someone to cover their courses).

Purpose

The main purpose of PSU’s New Faculty Orientation Policy is to provide an introduction to PSU and its beliefs about the teaching and learning environment provided for all new faculty members that join PSU at the beginning of each Academic Semester.

Orientation Involves

  1. Attending the orientation session(s).
  2. Attending the course design series at the beginning of the semester.
  3. Submission of all assignments given during this training to the teaching and learning center.

Course Design Institute (CDI)

Policy

Each faculty member that joins PSU is responsible for the design and implementation of the individual courses and/or multi-section courses as assigned to them in compliance with the University, College, and Department Regulations. All new faculty members are required to attend the course design series offered by the Teaching and Learning Center.

Purpose

Instructors are encouraged and advised to apply Outcome-Based Education (OBE) principles at all levels of curriculum development. The process starts at the top by articulating the Program Learning Outcomes (PLO’s) and propagates down to the course level, where instructors derive and articulate Course Learning Outcomes (CLO’s). The most important OBE principle at the course level is the principle of constructive alignment, according to which instructional strategies and assessment tasks should be aligned with the course learning outcomes.

Constructive Alignment

  1. Articulate the learning outcomes to describe the knowledge and skills students should acquire at the end of the course.
  2. Adopt instructional strategies that help students meet the intended learning outcomes.
  3. Design assessment tasks to measure the degree to which the students are meeting the learning outcomes.

Mentoring

Mentorship programs attempt to address several types of common needs among new faculty members such as professional development, emotional support, intellectual community, role model, safe space, accountability, and sponsorship/networking opportunities. Studies have shown positive career outcomes are correlated with healthy mentorships (Nick, et al, 2012). The Teaching and Learning Center at PSU provides mentoring faculty members as a routine activity throughout the academic year. Different sessions are organized where the topics were carefully selected to meet the various program, college and institutional requirements. We also welcome requests by any individual faculty member who requires assistance during any phase of teaching and assessment at PSU.