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session7-New-Faculty-Induction&Mentoring-Programme NFIMP).pptx
- 1. 13 Storch Street PrivateBag 13388 Windhoek NAMIBIA T: F: E: +264 61 207 2508 +264 61 207 9508 [email protected] W: www.nust.na Presented by Mr Geoffrey Shakwa: Head, Professional Development , TLU Mr Maurice Nkusi: Acting Director, TLU Mentorship programme in Higher Education at NUST: New Faculty Induction & Mentoring Programme
- 2. The Teaching andLearning Unit One must learn by doing the thing; for though you think you know it, you have no certainty until you try. Sophocles What we have to learn to do, we learn by doing. Aristotle You cannot teach a man anything: you can only help him to find it within himself. Galileo
- 3. 13 Storch Street PrivateBag 13388 Windhoek NAMIBIA T: F: E: +264 61 207 2508 +264 61 207 9508 [email protected] W: www.nust.na Skilled professionals routinely receive training before being certified to practice independently. For example Electricians, Machinists, chefs get preliminary instruction and then serve for months or years as apprentices. Accountants, psychologists, physicists and Physicians spend years earning degrees in their fields, and the Physicians in particular spends additional years in supervised internships and residencies. It would be unthinkable to allow people to practice a skilled profession without first being trained for it, especially if their mistakes could cause harm to others. Food for Thought …unless they are University faculty members. (Richard Felder & Rebecca Brent, 2016)
- 4. 13 Storch Street PrivateBag 13388 Windhoek NAMIBIA T: F: E: +264 61 207 2508 +264 61 207 9508 [email protected] W: www.nust.na Food for Thought cont. Once you join a faculty, your orientation (induction) consists of presentation on common teaching and learning methods; some important policy documents that may perhaps not making sense to you. Such so called training (workshop) may be one or two days. Interestingly the new appointed faculty members will get information about health and retirement benefits and the importance of laboratory safety, etc. The unstated assumption is that if you have a degree in a subject, you must know how to teach it at University level.
- 5. 13 Storch Street PrivateBag 13388 Windhoek NAMIBIA T: F: E: +264 61 207 2508 +264 61 207 9508 [email protected] W: www.nust.na NUST vision for Teaching and Learning
- 6. 13 Storch Street PrivateBag 13388 Windhoek NAMIBIA T: F: E: +264 61 207 2508 +264 61 207 9508 [email protected] W: www.nust.na NUST vision in Teaching and Learning NUST recognises that: 1. “Quality in Teaching is critical attribute” 2. “Excellence in Teaching is a defining parameter which underpins all the other core activities” 3. “Teaching, Learning and Assessment are all geared at attaining the desired graduate outcomes” IOP Priorities: Excellence in Teaching and Learning
- 7. The Teaching andLearning Unit New Faculty Induction and Mentoring Programme (NFIMP) The New Faculty Induction and Mentoring Programme (NFIMP) is a robust, comprehensive and mandatory programme through which experienced faculty and administrators at Namibia University of Science and Technology (NUST) knowledgeable about the campus and academic life are matched with new faculty to orient them to the university, inform them about campus support services, and assist them in the early stages of their academic careers at NUST.
- 8. The Teaching andLearning Unit Purposes of the NFIMP 1. Address the identified and emerging needs of the new faculty members through the collaborative effort of key players 2. Facilitate the socialization of new faculty members by introducing them to their peers and senior faculty within their faculties and departments to overcome barriers of isolation. 3. Help new faculty acquire the knowledge and develop the skills and attitudes necessary to perform effectively and experience a successful induction and probationary period.
- 9. The Teaching andLearning Unit Purposes of the NFIMP, cont. 4. Improve new faculty effectiveness through continuing professional development in effective classroom management, application of contemporary teaching, learning and assessment practices, etc. 5. Maximise the retention rate of promising highly qualified faculty members.
- 10. The Teaching andLearning Unit GOALS OF THE NEW STAFF INDUCTION AND MENTORING PROGRAMME 1. Help new faculty members to: • Learn about NUST, its mission, culture, philosophies, the surrounding community, and support resources for faculty. • Adjust to the new environment and become active members of the university quickly. 2. Assist the new faculty to develop or enhance effective teaching skills. • Designing learning experiences for large classes • Applying engaging student centred approaches to teaching, learning and assessment
- 11. The Teaching andLearning Unit GOALS OF THE NEW STAFF INDUCTION AND MENTORING PROGRAMME, Cont. 3. Encourage experienced faculty to: • Provide a valuable service to the university by promoting collegiality through mentoring (serving as mentors). • Guide new faculty to satisfy mandated requirements related to induction, mentoring and probation. 4. Help the mentor to develop the skills necessary to provide professional and individual assistance to the new faculty member. 5. Train mentors and supervisors to acquire and apply: • Needs-assessment skills • Problem-solving skills • Coaching and mentoring skills
- 12. The Teaching andLearning Unit 5. Maximise the retention rate of promising highly qualified faculty members. GOALS OF THE NEW STAFF INDUCTION AND MENTORING PROGRAMME, Cont.
- 13. 13 The Teaching andLearning Unit Programmatic Aspects • The duration of the New Faculty Induction and Mentoring Programme is two years. • The NFIMP may be linked to the 2-year probation • The programme will be mandatory to all newly appointed faculty members • A strategy form will be used to mark the inception and end of the programme. • HODs will identify the mentor/s to be trained and match them with the new faculty members • Leadership course for mentoring will be offered.
- 14. The Teaching andLearning Unit Induction Strategies/Components Orientation Mentoring Evaluation both Formative and Summative Continuing Professional Development
- 15. The Teaching andLearning Unit Types of Induction Programmes Pre- Induction Institutiona l Faculty or Department Academic
- 16. 16 MENTORING Areas of Focus: 1.Teaching (Effectiveness in Teaching) Subject matter knowledge (SMK) Pedagogic Content Knowledge (PCK) Technological Pedagogic Content Knowledge (TPCK) 2. Research (Scholarly Ability) 3. Service to Students 4. Effectiveness of Service 5. Professional Growth
- 17. 17 MENTORING, cont. Practical Aspects: 1.The mentor and the mentee will be in the same department 2. Mentor and mentee will start with a needs assessment 3. Development of a personal Professional Development Plan to map out the learning that is required 4. Co-planning time 5. Classroom Observation 6. Feedback from Observation 7. Face-to-face meetings/work sessions on academic and professional matters 8. Administrative support
- 18. 18 Suggested Mentoring Activities 1. Discussshort term pedagogic issues, e.g. how to manage the class effectively, how to deliver learning experiences effectively and long term career goals and professional interests, e.g. become an excellent scholar. 2. Participate in continuing professional development programmes offered by the Teaching and Learning Unit (TLU) and other campus units. 3. Share information on academic and student support services on campus. 4. Discuss effective instructional approaches and techniques, assessment, course development and curricular issues. 5. Explore research and sponsored funding opportunities, and writing publications. 6. Mentoring new faculty on research, pedagogic approaches to teaching, learning and assessment.
- 19. 19 Roles and Responsibilities In linewith the professional development and induction policies of new staff members, there is a shared responsibility between various internal stakeholders such as staff members, line managers, academic departments/human resources/centres/units for the development of new faculty members at the university. This ensures the application of a system-thinking approach and cohesiveness among the different entities within the university.
- 20. 20 MENTOR’S ROLE • Coach •Professional Friend • Champion • Advocate • Career guide • Role model • Instructional resource
- 21. 21 MENTOR’S ROLE • Takingthe initiative for contacting their mentee/s and staying in touch with them. • Devoting time to the relationship and be available when requested. • Assisting new faculty with their various questions, needs, or concerns. • Sharing their knowledge and experience to benefit their new faculty and following up on their progress at NUST. • Maintaining confidentiality of the information shared by their new faculty colleagues. • Conducting classroom observations and providing feedback for the purpose of strengthening practice.
- 22. 22 SUPERVISOR/S (Depts.). • Provideinstructional leadership. • Provide the resources that are necessary to realise the goals of the induction and mentoring programme. • Support the mentor and mentees • Carryout supportive supervision • Undertake classroom observation for the purpose of summative evaluation
- 23. The Teaching andLearning Unit Faculty Input: Newly Appointed Faculty Questions 1. List any professional needs that newly appointed faculty members may have that are not addressed by the New Faculty Induction and Mentoring Programme as articulated? 2. What additional types of support should NUST provide newly appointed faculty members considering the different levels of the NFIMP? • HR Induction • Academic Induction • Faculty/Department Induction
- 24. The Teaching andLearning Unit Faculty Input: Newly Appointed Faculty Questions 3. Roles and responsibilities of key players: HR, Supervisors, Mentors & Mentees
- 25. The Teaching andLearning Unit Faculty Input: Mentors Questions 1. List any professional needs that mentors may have that are not addressed by the New Faculty Induction and Mentoring Programme as articulated? 2. What additional types of support should NUST provide Mentors to engage in Mentoring activities?