1. 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

2. 2011 China-US Symposium - Ningbo Polytechnic, China2 PhD candidate – Higher Education The 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

3. Overview of Presentation 1.Higher Education and China 2.Quality and Faculty 3.Western Ideals of Quality Faculty 4.FOCUS: From INSTRUCTOR to LEARNER 5.Defining Faculty Professional Development 6.Approaches and Keys to Faculty Professional Development Programming 7.Discussion 2011 China-US Symposium - Ningbo Polytechnic, China3

4. 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 2011 China-US Symposium - Ningbo Polytechnic, China4

5. 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 2011 China-US Symposium - Ningbo Polytechnic, China5

6. 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 2011 China-US Symposium - Ningbo Polytechnic, China6

7. 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 2011 China-US Symposium - Ningbo Polytechnic, China7

8. 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 2011 China-US Symposium - Ningbo Polytechnic, China8

9. 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 2011 China-US Symposium - Ningbo Polytechnic, China9

10. Source: Xinshiji Jiaoxue Yanjiusuo, 2010 2011 China-US Symposium - Ningbo Polytechnic, China10

11. Approaches to Faculty Professional Development Programming 1.Theory-to-practice based models 2.Single-day, all-college conference events 3.Formal program schedule with multiple seminars throughout year 4.Face-to-face and online delivery formats 5.Availability of incentives to encourage participation 2011 China-US Symposium - Ningbo Polytechnic, China11

12. Keys to Successful Faculty Professional Development Programs 1.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 2011 China-US Symposium - Ningbo Polytechnic, China12

13. 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 2011 China-US Symposium - Ningbo Polytechnic, China13

14. D ISCUSSION 2011 China-US Symposium - Ningbo Polytechnic, China14

15. Thank You! 2011 China-US Symposium - Ningbo Polytechnic, China15

16. 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: latasha.lane@rockets.utoledo.edu Epsilen ePortfolio web address: http://www.epsilen.com/llane