ECPI NEW FACULTY TRAINING MANUAL

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ECPI NEW FACULTY TRAINING MANUAL

• Revised November 2006

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WELCOME TO NEW INSTRUCTOR TRAINING

• As the Associate Dean for faculty training, I
  would like to Congratulate you and welcome you to
  ECPI College and to this training program!
• This training program is designed to orient you
  to ECPI College, its students, its curriculum,
  and all of the areas that will help you to be
  successful in the classroom.

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WELCOME TO NEW INSTRUCTOR TRAINING

• The training program is divided into two
  parts. Part I Contains Modules that allow you
  complete within a minimum amount of time. The
  exercises at the end of each module are designed
  to reinforce the knowledge presented and to
  assist you in your teaching.

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TRAINING MODULES

• Module I Introduction to ECPI College and its
  Educational Philosophy
• Module II The ECPI Student and Student Services
• Module III ECPI Curriculum
• Module IV Professional Development for ECPI
  Instructors

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TRAINING MODULES

• As you complete each module, please notify your
  Director of Education as well as myself,
  Jcopeland_at_ecpi.edu. The entire program can be
  completed in about 20 hours however, it is
  self-paced to allow you to work within your time
  constraints.
• After completion of Part I and Part II of the
  training, you will be awarded a certificate that
  can be placed in your teaching portfolio and you
  will also receive 2.0 CEUs for this program.
• Continuing Education Units

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WELCOME TO NEW INSTRUCTOR TRAINING

• Part II of the training will be taken from the
  text, EXCEPTIONAL TEACHING, edited by Mitchell
  and Kalisky, EMC Paradigm publishers.
• The five units will introduce you to classroom
  methodology techniques that will assist you in
  being more effective in the classroom. The units
  covered are as follows
• Chapter 1 The Contemporary College Classroom
  Teaching and Learning Challenges
• Chapter 2 Planning a Successful Course
• Chapter 3 Planning Effective Course Sessions
• Chapter 4 Delivering Engaging Instruction
• Chapter 5 Assessing Learning

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Welcome from the President of the
college MARK DREYFUS
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WELCOME FROM MARK DREYFUS
Welcome to ECPI College of Technology and the
exciting world of technology. As a new
instructor, you will become a part of the ECPI
family. ECPI College of Technology is one of the
leading colleges in the country for training
technology graduates. This reputation was gained
through the efforts of our instructors. You are
joining this elite group of people who not only
teach and render knowledge to our students, but
change the lives of our students on a daily
basis. Through the use of our hands on
teaching approach in our classrooms, our students
are able to land jobs across the country.
Through our educational personnel, our
facilities, our equipment, our instructional
resources centers in our Colleges, you will be
supported in every endeavor in your teaching
career. We also have many student support
services in the schools to support you and to
assist students with their personal and career
goals. Congratulations, and welcome to ECPI
College.
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What is ECPIs Academic Vision?

• Our Academic Vision is to Distinguish our college
  as the Premier Center for Higher Education
• Not the biggest, Just the BEST!

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CORE VALUES FOR ECPI

• Our Core Values (What we expect from ourselves
  as a college and ultimately from our faculty)
• E Excellence
• C Community
• P Passion
• I Integrity

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EDUCATIONAL PHILOSOPHYAT ECPI COLLEGE

• Since 1966, the philosophy of ECPI has been
  STUDENTS ARE OUR
• MAIN FOCUS

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EDUCATIONAL PHILOSOPHY

• WHAT DO WE BELIEVE ABOUT OUR STUDENTS?
• We exist because students exist!
• Students are humans, with feelings and emotions
  like our feelings and emotions
• Instructors and Students are mutually dependent
  on each other to become successful

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EDUCATIONAL PHILOSOPHY

• Students are our purpose not our interruption!
• Students provide instructors with a sense of
  accomplishment when they learn a skill, graduate,
  and become employed!

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EDUCATIONAL PHILOSOPHY

• ECPI believes our students deserve a high level
  of Student Support

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EDUCATIONAL PHILOSOPHY

• CURRICULUM AT ECPI FOCUSES ON HANDS-ON
  INSTRUCTION-students learn by doing!
• Nursing Programs include Clinical experience
• Computer Technology students build and repair
  computers
• Networking classes build a variety of networks
• Business students work on business plans and
  marketing surveys
• Criminal Justice students examine crime scenes in
  Forensics Labs

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HOW ECPI FACULTY SUPPORT THE EDUCATIONAL
PHILOSOPHY IN THE CLASSROOM

• We Expect our faculty to
• Develop rapport with students
• Create an environment for collaboration between
  students
• Engage students in the learning process
• Provide prompt feedback
• Emphasize time on task
• Communicate high expectations
• Respect diverse talents and ways of learning
• Employ technology to create a variety of learning
  opportunities

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Module I Assignment 1

• As you reflect on the information presented,
  please type your answers to the following
  questions
• What is the underlying theme in our educational
  philosophy?
• What relationship do you see between the vision
  statement and to your actions in the classroom?
• Email your answers to jcopeland_at_ecpi.edu

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What makes ECPI Different from a Traditional
College

• Create a two-column word document with the
  headings Traditional college and ECPI. List
  the differences between ECPI and a traditional
  college. See the following slide for an example.
  Share this information with your faculty
  Mentor and submit a copy of the chart to
  Jcopeland_at_ecpi.edu.

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Module I Assignment 2

• This is an example of the type of chart you can
  use to designate how ECPI is different from a
  traditional college.
• Remember to review your list with your Mentor or
  Director of Education. Then compare your list
  with the items in the following slides.

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WHAT MAKES ECPI DIFFERENT FROM A TRADITIONAL
COLLEGE?

• Student Centered Student Support Service is
  primary
• Job success of our graduates
• Strong focus on active learning and acquisition
  of skills through hands-on learning

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WHAT MAKES ECPI DIFFERENT?

• Frequent student input opportunities through
  critiques
• Students take National Certification exams
• Proactive Career Services Department. Employers
  come to us to recruit graduates

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WHAT MAKES ECPI DIFFERENT?

• Accountability to Employers to train in the Soft
  Skills and in Arts and Sciences courses and in
  technical courses
• Success orientedhigh placement rates for
  graduates. ECPI Graduates are in 38 states and
  work in 2,500 Companies

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WHAT MAKES ECPI DIFFERENT?

• Students graduate throughout the year in our
  programs
• Employers hire students throughout the year
• Students take only two courses in a five-week
  time frame. This allows them to be successful in
  each course

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WHAT MAKES ECPI DIFFERENT?

• CURRICULUM DEVELOPED FOR COMPLETION IN SHORTER
  TIME FRAME
• Two-Year programs completed in 18-19 months
• Multiple points of Entrance and Exits for our
  students. Student can start 10 times a year in
  our programs

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WHAT MAKES ECPI DIFFERENT?

• Frequent student and instructor critiques to
  evaluate curriculum and school needs
• Industry advisory boards meet twice a year to
  provide curriculum input
• Standardization of curriculum at all campuses

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WHAT MAKES ECPI DIFFERENT?

• Classrooms feature the CUTTING EDGE OF TECHNOLOGY
  the latest software is used in the classroom
  industry standard tools
• Strong supporter of the community and Community
  Agencies
• College received a National ranking in technology
  training

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WHAT MAKES ECPI DIFFERENT?

• Privately capitalized College VS. Traditional
  college
• All privately capitalized colleges required by
  the Department of Education to make a profitECPI
  has made one each year

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WHAT MAKES ECPI DIFFERENT?

• All profits and surpluses have been reinvested in
  college for growth
• Institution receives no public state funds for
  scholarships for our students

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Module I - Assignment 3

• As you reflect on the information presented,
  please type your answers to the following
  questions in a word document.
• How does instruction in the traditional college
  differ from that offered at ECPI?
• What would be the student expectations when they
  come to ECPI?
• Email your responses to these questions and your
  article summary to Jcopeland_at_ecpi.edu

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MODULE II

• THE ECPI STUDENT
• STUDENT SERVICES

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WHO IS THE ECPI STUDENT?

• Non-traditional adult
• students
• High school graduates
• Traditional college graduates who want to acquire
  marketable skills

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Module II - Assignment 1

• What do you believe are the characteristics
  of the "ECPI" student?
• To kick off this module, please make a list of
  characteristics that you believe define the
  student who attends ECPI. Review your list for
  categories i.e. educational preparation,
  cultural diversity, agethen look at your class
  to develop an overall picture of the students in
  your class. Please feel free to consult with your
  faculty mentor and/or DOE on this assignment.
• Email this list to jcopeland_at_ecpi.edu

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What do you believe are the characteristics of
the ECPI student?

• Compare your list with the following slides.
• Determine additional significant characteristics
  about the ECPI student that would assist you in
  your classroom teaching?

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CHARACTERISTICS OFNON-TRADITIONAL STUDENTS

• All types of students have these learning styles
  auditory, visual and kinesthetic
• ECPI students need to balance life
  responsibilities while attending school
• Students have to manage the school/life process
• Students bring fears and anxieties from prior
  schooling
• Students are motivated to learn by how can this
  help my career

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NON-TRADITIONAL STUDENTS

• Students need to be comfortable in their
  environment
• They require a positive emotional classroom
  climate
• Classroom Information should allow for visual and
  hearing differences typefaces and board work
  should be large enough for them to read and
  instructor volume should be adequate

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NON-TRADITIONAL STUDENTS

• Many students have a Poor self image
• May have experienced few successes in life
• May have not been employed for a long period of
  time
• Some have been out of the educational environment
  for a few years
• Many receive little, if any, encouragement from
  family and friends

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WHAT DO ADULT STUDENTS AND NON-TRADITIONAL
STUDENTS BRING TO THE CLASSROOM?
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ADULT STUDENTS BRING

• Readiness to learnthey want a change in their
  life, career, environment
• Problem Oriented they want hands-on, to solve
  problems, need to see relationship of course to
  their career
• Time Perspectivethey see their future as
  limited therefore, time is more important to
  them

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ADULT STUDENTS BRING. .

• Cultural upbringing
• Ethnic heritage
• Occupations
• Economic/financial issues
• Childcare issues
• A variety of experiences
• Faculty are encouraged to use these experiences
  in the classroom!

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HOW CAN I MOTIVATE THE ECPI STUDENT?

• Provide Active HANDS-ON instruction in each class
• Use Institutional support resources
• Encourage students input through end-of-course
  critiques
• Discover students dreams and teach to those
  dreams

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HOW CAN I MOTIVATE THE ECPI STUDENT?

• Relate the course to their career opportunities
• Prepare students for Certification exams offered
  at low cost to them
• Use Guest speakers and Field trips
• Show students that you care about their success

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HOW CAN I MOTIVATE THE ECPI STUDENT?

• Adult students bring varied experiences to the
  classroom. Integrate these experiences into the
  classroom
• Encourage students to build student connections
  through student clubs and school activities
• Support the Recognition and Awards programs and
  honor society activities that help build
  students self image and sense of accomplishment.
  

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Module II Assignment 2

• How does knowing the type of student we have at
  ECPI affect your classroom presentations?
• Create a list of the student services at your
  campus to see what types of support and help is
  available to the ECPI student.
• Review this list with your mentor and/or
  department head. Be sure to keep it available as
  you progress in your teaching. You will need to
  refer students to these services.
• Email this list to jcopeland_at_ecpi.edu

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WHAT DOES ECPI OFFER THE STUDENT?

• Certification program
• Email for all students
• Referral Sources for personal counseling
• Math and Writing Labs
• Student Success Center
• Informational Bulletin Boards
• Tutoring
• Saturday and after hours availability for extra
  study

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WHAT DOES ECPI OFFER THE STUDENT?

• Preparation of schedules in advance
• Clubs and activities
• Recognition programs awards
• Library resources and online e library
• Books given on the first day
• Office hours by instructors
• Break rooms/vending machines
• Small classes

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HOW CAN I PROVIDE SUPPORT SERVICES TO THE ECPI
STUDENT?

• College academic advising
• Tutoring
• Instructional resources
• Hands-on instruction
• Be a Professional Role Model at all times

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College Academic Advising

• College Academic Advising is interacting and
  intervening in the lives of students to help them
  to achieve their educational goals and become
  successful in their educational environment and
  academic endeavors.

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College Academic Advising

• Faculty advise students
• About their courses
• About their programs
• About their grades
• About their class work
• Be sure to learn about your program curriculum
  so that you can assist the student when asked
  questions.

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Tutoring

• Tutoring for the student to help them gain a
  better understanding of class work
• Tutor in time management, test taking, and study
  skills
• Tutoring is done by an instructor
• Tutoring is available for all students
• Tutoring attendance forms are used

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Instructional Resources

• Instructors must be familiar with all the
  resources available for the students in a given
  coursetextbook companion resources, library and
  e library resources toolkits for the
  instructor, community and campus resources.
  Right Click to logon to the site
  http//students.ecpi.edu/ to access the Online
  Library. These resources are all available to
  assist the teacher in working with the ECPI
  student.

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Create a Learner-Centered Classroom Using
Hands-on and ActiveLearning Instruction

• As stated earlier, students come to ECPI because
  they gain skill in performing the skills and
  tasks necessary for them to be successful in
  their careers. Instruction in the classroom must
  engage all students in the learning process.

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Module II Assignment 3

• Reflect on your classroom to see what type of
  classroom environment you provide. What does it
  look like, Hospital? Board room? List some steps
  you can take to improve the appearance and format
  of your room.
• How many of your students are taking advantage of
  the services that the campus offers. During your
  mid-term advising with students, be sure to list
  for them referrals and services that they can use
  to help them in their programs. This also
  includes encouraging them to join campus clubs.
• What resources do you have available for students
  who need extra tutoring and extra help in your
  classroom. Provide a summary of these resources
  (i.e. PowerPoint that reviews the lesson, your
  faculty website, supplementary exercises, etc.).
• Type your answers in word format and email them
  to jcopeland_at_ecpi.edu.

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HOW CAN I PROVIDE CUSTOMER SERVICE TO THE ECPI
STUDENT?

• BE A PROFESSIONAL
• ROLE MODEL
• AT ALL TIMES!

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MODULE III

• PROFESSIONAL DEVELOPMENTFOR
• ECPI INSTRUCTORS

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ECPI OFFERS THE FOLLOWING PROFESSIONAL
DEVELOPMENT OPPORTUITIES FOR INSTRUCTORS
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ASSIGNMENT OF FACULTY MENTORS

• Experienced instructors serve as mentors
• Provides orientation on school policies and
  procedures
• Provides guidance in instructional technologies
• Assists in development of lesson and use of
  instructional resources

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ONGOING FACULTY TRAINING

• Faculty training is offered at each campus
  during each term. Training is delivered by the
  local campus, a representative from the corporate
  office, local community workshops and conferences
  (regional and national ) and periodically, a
  textbook publisher will provide training to the
  instructors. Training is ongoing and is designed
  to assist the instructors in the classroom.
• The ECPI Faculty Development Website
  (http//faculty.ecpi.edu/ftd) has training
  materials available for each instructor.

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LIBRARY ORIENTATION

• The ECPI Library is a valuable instructor
  resource. In addition to the print volumes,
  faculty and students have access to a large e
  library. Al New instructors receive the Library
  Orientation and instructors are requested to
  provide title and materials to the library for
  purchase to support their courses. The library
  has an Instructor Resource Center that houses
  professional journals, books, and textbook
  resources (i.e. CDROMS) for teachers to use in
  the classroom.

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PROFESSIONAL MEMBERSHIPS

• ECPI offers instructors an opportunity to join
  and participate in professional organizations in
  their selected field. The membership fees are
  paid for by ECPI and the instructor is encouraged
  to share and present knowledge gained from
  newsletters, books, and conferences and workshops
  that he/she attends.

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CLASSROOM OBSERVATIONS

• New instructor observed during the first two
  weeks of class
• Accompanying student critique completed with an
  observation
• An instructor observation schedule is listed in
  faculty/staff manual
• After the observation, the Director of Education
  will meet with the instructors to discuss
  observation and an instructor growth plan.

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CRITIQUES

• STUDENT Critiques are completed at the end of
  each course. They evaluate the course, course
  materials, equipment and provide an overall
  summary of each course
• FACULTY Critiques are completed at the end of
  each course to allow input on the course content,
  instructional resources, textbook, and additional
  aspects of the course
• All critiques are reviewed by the Director of
  Education and discussed with the Instructor

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COURSE REVIEWWITH MASTER TEACHER

• When teaching a new course, instructors are
  advised to meet with a fellow instructor who has
  previously taught the course, to review and
  complete lab assignments and to review assessment
  materials and procedures This enhances an
  instructors opportunity for success in teaching
  a new course.

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INSTRUCTOR GROWTH AND DEVELOPMENT PLANS

• Professional growth tool for instructor
• Lists positive areas and areas of potential
  growth
• Provides actions and strategies to allow for
  professional growth for instructor
• Includes deadlines, monitoring and assessment
  procedures

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TUITION REIMBURSEMENT

• ECPI provides tuition reimbursement for full-time
  instructors. This allows them to pursue higher
  education degrees in their program areas.
• Faculty should discuss this opportunity with the
  Director of Education and Campus President

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MODULE IV

• ECPIS
• CURRICULUM

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ECPIS CURRICULUM

• Curriculum standardized
• The ECPI Curriculum Guide-provides guidance in
  the instructors role in curriculum development

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ECPIS CURRICULUM

• Curriculum is standardized
• The ECPI Curriculum Guide provides guidance in
  the instructors role in curriculum development

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ECPIS CURRICULUM

• SharePoint is used to house curriculum
• Faculty involvement in curriculum through program
  teleconferences
• Employers input to curriculum is received through
  advisory boards

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ECPIS CURRICULUM

• Courses in curriculum build on each other
• Curriculum emphasizes hands-on training students
  must be able to do the skills being taught in
  classroom
• Curriculum is technology based

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ECPIS CURRICULUM

• Curriculum designed to include collaborative
  learning to build team building and enhance
  relationship skills
• Prerequisites are available to students who may
  need brush-up on their Math and English skills
• Curriculum is balanced to include Arts and
  Letters courses.

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ECPIS CURRICULUM GUIDE

• Presents procedures for
• Curriculum development
• Curriculum changes
• ECPI syllabus format
• ECPI lesson plan format
• The Curriculum Guide was developed by faculty
  committee members

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Module IV Assignment 1
1. Review the Catalog Information about your
program Look at the Specific Program
Objectives. 2. Under each of those objectives
list the courses that fulfill these objectives 3.
See the attached sample for the Networking
Program.
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Administer and manage networks including security
and administrative skills using the latest
Windows, UNIX and CISCO environment

• CIS 141 Computer Operating Systems
• NET157/158 Networking I/II
• NET161 Windows Professional
• NET162 Windows Server
• NET164 Network Infrastructure Administration
• NET190.195 UNIX Operating System
• NET122 Network Defense and Countermeasures

• NET226.227 Network Security I/II
• NET230 E-Mail Services
• NET257/258 Routers I/II
• NRT263 Director Services Administration
• NET280 Network Security Management

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Curriculum Exercise

• This assignment supports the information about
  the ECPI curriculum. Please do the following
• Write a brief summary of the benefits and the
  information you learned from this training
  experience so far, including your interaction
  with your faculty mentor.
• Write a brief statement telling how the knowledge
  of your curriculum will assist you in advising
  students when they ask you questions about their
  courses and programs.
• Please feel free to consult with your faculty
  mentor and/or DOE on this assignment.
• Email jcopeland_at_ecpi.edu with your summary
  statements for this assignment.

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PART II

• You are now ready to start working on Part II
  of the New Faculty Orientation. Obtain your copy
  of the text, EXCEPTIONAL TEACHING, from your
  Director of Education or Department Head.
• In addition to the readings and exercises
  from that textbook, you may review the
  PowerPoint's for each chapter that are available
  on the website, http//www.faculty.ecpi.edu/ftd
  and that are linked to this PowerPoint.

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PART IIEXCEPTIONAL TEACHING

• Please email your answers (use an attached
  word document) to jcopeland_at_ecpi.edu.
• Each presentation should be forwarded to me at
  the end of each week.
• The entire program should take about a month
  to complete.

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PART II - Pre-Assignment

• Prior to reviewing this section, read The Theory
  of Multiple Intelligences in the National Form,
  1994, article written by James H. Gray. (Right
  click to Logon to http//students.ecpi.edu/ to
  access the e library)
• This article will introduce you to an educational
  theory that will provide the basis for
  integrating active learning strategies in your
  classroom.
• After you have read the article, please provide a
  brief summary of points and ideas that you
  believe can assist you in preparing your
  classroom lessons and activities. Email your
  response to jcopeland_at_ecpi.edu.

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EXCEPTIONAL TEACHING

• Chapter 1 - Classroom Teaching and Learning
  Challenges (Pages 7 25)
• Review the PowerPoint from the training website
  that discusses the chapter information
  (http//faculty.ecpi.edu/ftd)
• Complete the following exercises and email your
  responses to jcopeland_at_ecpi.edu

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Chapter 1 Assignment 1

• Review the chart on page 24 of the text. Check
  off the items that define the characteristics of
  the students in your classes.
• Write a brief summary of your findings and how
  this information will assist you in your classroom

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Chapter 1 Assignment 2

• Characteristics of Exceptional Teachers
• Review the Articles by Harry Wong, and Judith
  Lloyd Yero (www.TeachersMind.com) on page 26-27,
  and use as a guide to develop your statement on
  what you think the 10 characteristics of
  exceptional teachers should be.
• Review your statement with your Director of
  Education or Mentor and email a copy to
  Jcopeland_at_ecpi.edu

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EXCEPTIONAL TEACHING

• Chapter 2 Planning a Successful
• Course (pages 30-69)
• Review the PowerPoint (Exceptional Teaching
  Chapter 2) for this chapter which defines how
  ECPI prepares and plans for each course. It is
  available on the training website,
  http//faculty.ecpi.edu/ftd

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EXCEPTIONAL TEACHINGCHAPTER 2 ASSIGNMENT 1

• Review your course objectives from your syllabus
  and select one of the objectives. Rewrite the
  objective using Blooms taxonomy verbs and
  verbiage (Figure 2-2). Under each category,
  select at least two areas to rewrite the
  objective to define desired outcomes
• Email your answer to jcopeland_at_ecpi.edu

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EXCEPTIONAL TEACHINGCHAPTER 2 ASSIGNMENT 2

• Review the support materials that your textbook
  publisher offers for your course. Using the
  chart on pages 54-55, analyze these materials
  with your needs and define how you can integrate
  them into your course.
• Email your answer to jcopeland_at_ecpi.edu

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EXCEPTIONAL TEACHING

• Chapter 3 Planning Effective Course
  Sessions (Pages 70 111)
• Review the information in the chapters. There
  are a multitude of guidelines for preparation of
  lessons and materials for each class session. The
  PowerPoint, (available on the training website)
  for this chapter provides an overview and
  additional classroom methodologies.

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CHAPTER 3 Assignment 1

• Review the section, Elements of a Session
  Plan, (page 102-104) and the lesson blueprint and
  complete the exercise on page 111, Professional
  Portfolio.
• Review your lesson and session plans and
  compare them with the templates in the lesson.
  Describe what changes and additional you have
  made in your lesson planning.
• Email to jcopeland_at_ecpi.edu these changes.

86
EXCEPTIONAL TEACHING

• CHAPTER 4 Delivering Engaging Instruction
  (Pages 112 151)
• This chapter deals with using active and
  collaborative techniques in the classroom.
  Review the techniques in the chapter. You may
  also want to review the Active Learning
  PowerPoint on the training website active
  learning resources\active learning PowerPoint As
  in the other chapters, a PowerPoint specific to
  this chapter is also available on the training
  website.

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Chapter 4 Assignment 1

• Review the Ten Tips for First Day and On-going
  Success on pages 118 and 119. Using a chart
  format, discuss each of the topics and add an
  activity, class assignment, or methodology that
  you can incorporate into your class that would
  accomplish the goals in each specific item. I
  would suggest the format in the following screen.
• Email the final chart information to
  jcopeland_at_ecpi.edu

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SAMPLE FORMAT FOR CHART
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CHAPTER 4 - Assignment 2

• Review the types of students listed on page
  125 of the text. Discuss which class methodology
  you would use for each type of student listed in
  this section.
• Discuss these methods with your Director of
  Education, and/or mentor and email your points to
  jcopeland_at_ecpi.edu

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CHAPTER 4 Assignment 3

• Active and Collaborative Learning in the
  Classroom is so crucial to success at ECPI.
  Students must experience Hands On teaching and be
  fully involved in the learning process. The
  entire chapter discusses many of these classroom
  techniques and methodologies.
• Review these techniques (see following slide)
  and develop a chart to review how to integrate
  some of these methods into your current class

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Chapter 4 Assignment 3 contd

• Active Learning
• Online polls and surveys
• Collaborative learning
• Management of Labs
• Demonstrations
• Question and Answer Sessions
• Discussion groups
• Student related presentation
• Framing of Authentic context in lesson

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EXCEPTIONAL TEACHING

• Chapter 5 Assessing Learning (pages 152 185)
• How we assess our learning is based on how well
  we have defined our objectives. Assessment has
  many forms and varieties. This chapter discusses
  many of these techniques and provides the
  instructor with guidelines on how to execute them
  in the classroom.
• You may also wish to view the related PowerPoint
  on this chapter, which also contain more related
  techniques (website-http//faculty.ecpi.eud/ftd).

93
Chapter 5 Assignment 1

• Using the checklist on Page 184 to evaluate your
  course assessment techniques, compare it with the
  evaluation procedures and exercises that you are
  using. Write a brief summary of your finds and
  develop an action plan to redefine your course
  assessments.
• Review your plan with your Director of Education
  and/or mentor and email results to
  jcopeland_at_ecpi.edu

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Chapter 5 Assignment 2

• Obtain all the testing materials available for
  your textbook from the publisher. Compare the
  assessments with the textbook content. Compare
  them with your schedule of activities and course
  objectives. How well do they align? (Page 185)
• Review this information with your Director of
  Education and/or mentor and email results to
  jcopeland_at_ecpi.edu

95
END NOTES

• This text and assignments in Part II of the
  training is designed to assist you in continuing
  to improve in your teaching career.
• We encourage you to revisit the text,
  EXCEPTIONAL TEACHING, periodically and continue
  to take part in teacher development programs so
  that you will be fully successful in your career
  at ECPI.

96
YOUR SUCCESS STUDENT SUCCESS

• Good lesson planning
• Classroom preparation
• Variety of teaching methods
• Good student customer service
• Continuous professional growth