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Center for Faculty Excellence

Faculty Professional Development

Walden University Faculty Competency Information

This resource explains each faculty competency and the associated behaviors for each competency. Use this information to guide your classroom instruction, complete your annual self-assessment, and in professional development planning and engagement.


 

Competency: Engagement

Competency Description:

Takes in both faculty members' proactive and responsive style in communicating with students as well as their participation in research and university service.

Associated Behaviors:

  • Logs into the classroom and discussion board according to requirements.
  • Demonstrates proactive techniques in outreach and follow-up with students when assignments are late.
  • Demonstrates positive institutional citizenship by complete all academic administrative requirements in a timely fashion.
  • Supports development of learning community: creates an atmosphere of mutual respect, shared learning and be proactive in initiating interactions with students, staff, and faculty.
  • Responds to emails timely and within requirements.

 

Competency: Pedagogy

Competency Description:

Reflects the instructors' teaching skills in the online environment and takes into consideration their ability to encourage critical thinking, help students to see multiple viewpoints, encourage them along a path of continual improvement, and keep up to date with developments in teaching and learning.

Associated Behaviors:

  • Refers students to support services.
  • Uses multiple techniques to support student improvement.
  • Uses new technology tools in the classroom.
  • Establishes clear expectations for how students should participate.
  • Helps develop student critical thinking and creative abilities.
  • Encourages students to perform at higher standards.
  • Supports student learning by integrating theories or applications relevant to social change into lesson

     

Competency: Feedback

Competency Description:

Faculty members' response in the learning process: is it constructive, detailed and timely? Is it open-minded and receptive to student responses?

Associated Behaviors:

  • Provides balanced feedback
  • Includes formative and summative feedback in assignments
  • Provides feedback within required timeframes.
  • Establishes clear expectations for how students should participate.
  • Helps develop students' critical thinking and creative abilities.
  • Encourages students to perform at higher standards.
  • Responds to the unique demands of online and distance learning environments.
  • Provides exposure to multiple perspectives to encourage reflective thinking.

 

Competency: Assessment

Competency Description:

Faculty members' role in the evaluation of student work, including the setting of expectations with students, how the student's work is evaluated and that evaluation communicated.

Associated Behaviors:

  • Sets expectations with students about assignments Evaluates students' work products against stated expectations.
  • Assesses students' critical thinking skills in addition to content mastery. Assess students' writing skills.
  • Communicates clearly and specifically about how students' scholarly work will be evaluated.
  • Informs students of their academic progress in meeting course expectations by regularly providing grades and feedback.
  • Provides timely and substantive feedback is present in the gradebook and other appropriate places.
  • Grades assignments consistently using rubrics

 

Competency: Ethics & Values

Competency Description:

Adhering to the highest ethical standards and scholarly codes in practicing their academic freedom, respecting the privacy of their students and protecting the intellectual property of others that might be infringed upon through copyright violation or plagiarism.

Associated Behaviors:

  • Uses plagiarism detection tools consistently.
  • Keeps student data and personal information confidential.
  • Maintains the highest standard of transparency and ethics.
  • Models alignment with the organization core values of studentcenteredness and accountability.
  • Consistently demonstrates course of action and avoids activities that may call into question the organization's or institution's integrity.
  • Exercises good judgment and accepts responsibility to promote integrity and ethical conduct in all activities.
  • Keeps confidences and commitments. Admits mistakes.
  • Acts in the best interests of students, organization and institution, rather than for personal gain.

 

Competency: International

Competency Description:

Using instructional techniques that support international students in the classroom.

Associated Behaviors:

  • Demonstrates effective communication techniques that take into account cultural differences.
  • Supports international students in adapting to Western university expectations (if applicable)
  • Guides international students to support resources to increase student progress
  • Encourages the sharing of international student experiences in the classroom so all students benefit from international experiences

 

Competency: Scholarship & Service

Competency Description:

Professional activities that integrate various forms of scholarship enabling faculty members to create new knowledge through research, interpret knowledge across disciplines, examine teaching models to achieve optimal learning, and work to solve problems within the profession and across society.

Associated Behaviors:

  • Engages in scholarship and service activities that are aligned with University's model of scholarship and service.
  • Models scholarship and service activities that aid in the development of students as scholar-practitioners.

 

Competency: Social Change

Competency Description:

Instruction and mentoring roles are directed toward preparing students as agents of social change.

Associated Behaviors:

  • Leads students to develop solutions to real-world problems and challenges by applying the knowledge and skills developed in a program of study.
  • Maximizes the effectiveness of social change activities by analyzing them against the eight key features: scholarship, systems thinking, reflection, practice, collaboration, advocacy, and civic/political/stakeholder engagement.

 

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