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

  • Attending the orientation session(s).
  • Attending the course design series at the beginning of the semester.
  • 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

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

Teaching Stories

I believe that learning requires a deep understanding that can only come when students internalize and actively apply knowledge in creative and meaningful ways. In any class I teach, I hope that students will be able to wrestle with the course material in their own lives, applying abstract theories to what they experience in their everyday world. Ideally, this approach should empower students to articulate ideas and process concepts in ways that are meaningful to them. I also understand that part of a student’s everyday world is the University itself. Thus, my role as a teacher includes helping students succeed in the unique culture of higher education. While I want students to be able to personalize their education via active learning, I also recognize that I have expertise from which students may benefit. I believe most students will rise to the challenge when quality work is demanded of them if they are also helped to develop the skills necessary to make that possible. For this reason, I encourage critical thinking and the improvement of practical (with simulations) skills in all of my classes. A teacher may inspire, but students should be actively engaged in the learning process for it to be successful. In an effort to give students greater ownership of the knowledge they encounter, I use cooperative and active learning strategies as well as lectures in my classroom and try to develop assignments that foster both analytical and critical thinking and opportunities for creative application. As we know that Engineering is a practical field. Based on my own experience and from the feedback provided by students, I believe that students should have hands-on experience in building small systems or working through problems rather than just a theoretical treatment of the subject. The impact of a hands-on experience tends to stay for a much longer time. I would also like to keep my courses flexible. For example, students can have the option of pursuing a bigger project instead of doing multiple smaller ones. Given the subjective nature of the evaluation of projects, I will pay careful attention to the evaluation criterion. I would like to evaluate my students progressively over the semester through assignments, projects, and quizzes rather than just through tests. In more advanced courses, tests may totally be replaced with writing a research paper or a major project. As the world gets increasingly networked, the role of a traditional teaching method may decrease to some extent. However, a teacher would still need to play the key role of inculcating curiosity in learning the various concepts and techniques and show the joys of exploring the various topics without necessarily focusing on end results to facilitate this; I will keep my classes interactive. I will also introduce discussion sessions on open-ended topics. Lastly, I will ensure that my grading system doesn’t penalize students for doing more exploratory work rather than a results-oriented work.

Engr. Muhammad Aashid Khan Abbasi



Being a teacher, we know that all students don’t learn in the same way, so it is very important to be versatile in teaching. Also, students should be made to feel welcome in the class; they should be given the freedom to ask questions, no matter how small they are. This can only be achieved in the presence of a cordial atmosphere in the class. Initially, it took some time for me to choose the effective way of teaching at PSU, and action research helped me find an effective approach.

Engr. Abdul Malik Mohammad


Resources & Forms

TBA

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.