New Faculty Development Program
- Strengthen their ability to make significant contributions within the College community
- Increase student success, engagement, performance, and satisfaction
- Better understand the mission, goals and objectives of the institution
Every participant in the New Faculty Development Program is assigned an experience Delaware Tech employee to serve as a mentor. The mentor is chosen by the dean of instruction, and both the mentor and mentee share important responsibilities in the relationship. View our mentoring page for more details about this.
Who participates in NFD?
Instructors and academic counselors who are newly hired, permanent, and full-time are required to complete the New Faculty Development Program. Exceptions may be given by the Dean of Instruction based on previous experience and/or education. Newly hired, temporary, full-time instructors and academic counselors are invited, but not required to complete NFD.
While adjuncts are not required to complete the NFD Program, they are invited to attend the Introduction to Instruction activities (see Phase 2 below) and may enroll in all IDT courses.
Length of Program
The Delaware Technical Community College New Faculty Development Program (NFDP) is a two-year program. Unless otherwise agreed upon by their Dean of Instruction, all newly hired full-time faculty members are required to complete this program prior to the end of their second year of employment.
The New Faculty Development Program consists of three phases:
Phase 1 – Plan: Soon after hire, faculty will complete a document in which they set goals for their first two years and make a plan for timely completion of the NFDP.
Phase 2 – Participate: This phase makes up the bulk of the New Faculty Development Program. Participants will complete 8 credits of coursework in addition to attending several training and information sessions.
Phase 3 – Present: Once they have completed all required activities of phase 2, faculty will deliver a presentation exploring their growth during the program.
Each phase of the NFD Program is explained in detail below. Use the tabs to navigate among the different phases.
Phase 1: Plan
The first phase of the New Faculty Development Program involves creating your own Customized Professional Development Plan (CPDP) outlining your goals for growing as an instructor throughout the NFD Program. This component will enable you, the new instructor, to devise a plan based on your specific needs.
Before completing your CPDP, you should complete a Self-Evaluation Worksheet. Many instructors find it helpful to complete this worksheet with the assistance of their mentor. This document will guide new instructors as they prepare to write their Customized Professional Development Plan. Save your Self-Evaluation in a safe place, as your Learning Strategies Coordinator work with you to use it to set your professional goals for the NFD Program.
Once you have completed the Self-Evaluation Worksheet, you will develop your Customized Professional Development Plan in cooperation with your Department Chairperson and mentor. Your campus Learning Strategies Coordinator is also available to help with any piece of the CPDP.
Upon completion of your CPDP, please email a copy to your campus CCIT Learning Strategies Coordinator. For their contact information, please visit ccit.dtcc.edu/contact/. Once the Learning Strategies Coordinator has reviewed your plan, he or she will forward the document to the Dean of Instruction for final approval.
Phase 2: Participate
The second phase of New Faculty Development consists of a series of activities (collectively titled Introduction to Instruction) completed during the first year of employment as well as 8 credits of course work completed throughout the first two years.
Introduction to Instruction (Year 1)
All participants in the New Faculty Development Program will complete the activities listed below during their first year of hire. These activities are coordinated by the campus Learning Strategies Coordinator (with the exception of the campus tour). Every attempt will be made to schedule these activities to accommodate faculty teaching schedules, but release time or class coverage may be necessary.
Semester of Hire
- Attend NFDP Info Session (September / January)
- Submit Customized PD Plan (September / January)
- Tour Campus with Chair or Mentor (September / January)
- Attend College-wide Training from Student and Academic Affairs (September)
- Attend Campus-based Academic Advisement Training (October)
- Attend Campus-based Colloquium* (December)
- Attend College-wide Training on Organizational Structure, Accreditation, Planning, & Assessment (March)
- Attend Campus-based Colloquium* (May)
* Colloquia are 90-minute sessions in which faculty share successes and challenges and work with their campus LSC to develop potential solutions. Faculty will also review and revise professional goals.
IDT Coursework (Years 1 & 2)
New faculty will complete a total of 8 credits of Instruction, Design, & Technology (IDT) courses. These consist of two required core courses and 2 credits of electives.
Core Courses (required)
IDT G10 Foundations of Effective Teaching (3 credits)
IDT G20 Essentials of Distance Education (3 credits)
Faculty may choose any combination of additional IDT courses totaling at least 2 credits.
IDT Course Waivers
Some faculty members may be eligible to waive some of the required IDT courses based on prior work experience or prior advanced course work. Instructors who wish to apply for a waiver need only email Kelly McVeigh Stanley at email@example.com. In that email, the instructor should present a brief justification for this waiver request. All waivers decisions will be made by the Dean of Instruction. Please note: a waiver is not equivalent to “testing out” of a course. Waivers are granted instead of course credits. A total of 8 credits will be required of all faculty regardless of waivers granted.
Faculty Hired before Fall 2017
Faculty who were hired prior to fall 2017 and who had not yet completed the NFD requirements, should contact their campus Learning Strategies Coordinator to determine a plan for program completion.
The general guidelines for such faculty are as follows:
- IDT G21 fulfills the requirement to take IDT G10
- IDT G31 fulfills the requirement to take IDT G20
- You must complete a total of 8 IDT credits
- Credits from NFD 101 and any previous IDT courses count towards your required 8 credits
Phase 3: Present
Once you have completed all required coursework and activities, the final step of the New Faculty Development Program is to create and present an ePortfolio to showcase your growth and reflect on your experiences during your first two years at Delaware Tech. You will present your ePortfolio to the following campus personnel: Dean of Instruction, Assistant Dean of Instruction, Department Chair, CCIT Director, Learning Strategies Coordinator, and mentor. Other members of the College community may be invited to attend as well.
Organizing Your E-Portfolio
The goal of your e-portfolio is to tell your story by reflecting on three questions about your experiences at Delaware Tech so far: What did I do?, Why did I do it?, and How did I do it? Although you are free to organize your e-portfolio in any logical manner, many faculty find it easy to answer these three questions by including the sections outlined below.
This section is typically a list with a brief explanation of the faculty member’s teaching and advisement responsibilities. In essence it describes “What I did” by offering the following types of information:
- List of courses taught (title, term, # of sections, etc.)
- Formal and informal advisement data
- Committee involvement
- Conferences or professional development activities
Philosophy & Goals
Secondly the faculty member states his or her philosophy and goals for teaching. The focus of this “Why I did it” section is on questions such as the following:
- Given my responsibilities, what goals did I attempt to reach through my teaching?
- Why did I choose to teach in the manner I used?
- What was I trying to achieve as a teacher?
- What did I expect my students to gain from my course: mastery of content, critical thinking skills, etc?
Evidence of Effective Teaching
Finally, a collection of data and documents present a record showing how well the faculty member met his or her teaching goals. This “How I did it” section might include the following types of materials:
- Student survey data or excerpts
- Lesson plans, activities, assessments, or other learning materials
- Teaching awards
- Grants received for the improvement of teaching
- Self, peer, or supervisor evaluations
- Unsolicited messages from students
- Evidence of student learning
Building Your E-Portfolio
Your e-portfolio will tell your story at Delaware Tech by documenting your teaching responsibilities, instructional philosophy, professional goals, and accomplishments as an educator while also reflecting on your first two years at Delaware Tech. A high quality e-portfolio includes clear statements of instructional responsibilities and goals as well as sufficient evidence to demonstrate how these goals have been accomplished.
Most e-portfolios take the form of website created using drag and drop web builders. CCIT recommends using one of the following free programs for building your e-portfolio: Wix, Weebly, or Google Sites. Your campus CCIT team is ready to assist you with these technologies. Alternatively, for in-depth instruction, you may wish to enroll in IDT G63 E-portfolio Design & Development.
Preparing for Your Presentation
Your presentation should range from 15 – 20 minutes, with a few minutes afterwords left open for questions from the audience. Because these presentations are often scheduled in groups, it is important that you avoid going over time. CCIT recommends practicing your presentation a few times in order to work out your timing.
It is also important to understand that your presentation should be more than just reading your e-portfolio to the audience. This is your chance to tell your story at Delaware Tech and let your colleagues know about all of the great things that are going on in your classroom. Do not feel the need to go over every single item in your portfolio. You are also welcome to create additional materials to aid your presentation, such as a PowerPoint, handouts, or interactive activities.
Scheduling Your E-Portfolio Presentation
Once you are ready to present, please contact your campus Learning Strategies Coordinator. Your Learning Strategies Coordinator will reach out to you when a new presentation session is available and will work with you to schedule a time. Portfolio presentations are often scheduled in groups so that several new faculty will be presenting during the same session.