- \n
- \n
- \n
- Designing\u00a0ACC’s\u00a0first online student orientation,\u00a0ACC-101, that showed significant gains in persistence for those who participated, particularly gains for men of color.\n
- \n
- FTIC\u00a0(First Time in College) students who completed our\u00a0ACC-101 online orientation had an\u00a018.6% higher persistence\u00a0rate than those who had no orientation, and 9% higher persistence rate than those who completed the orientation in person.<\/em><\/li>\n
- African-American Males who completed our\u00a0ACC-101 online orientation had a\u00a038.3% higher persistence\u00a0rate than those who had no orientation, and 11.3% higher persistence than those\u00a0who completed the orientation in person.<\/em><\/li>\n
- Hispanic Males who completed our\u00a0ACC-101 online orientation had a\u00a023.7%\u00a0higher persistence\u00a0rate than those who had no orientation, and 11.5% higher persistence than those\u00a0who completed the orientation in person.<\/em><\/li>\n<\/ul>\n<\/li>\n
- Participated in committee on the planning and design of the student application<\/li>\n
- Recommended review of overlapping job functions and conducted\u00a0ACAP’s<\/a>\u00a0to redefine and update adviser and counselor job descriptions<\/li>\n
- Supporting the design and development of college-wide training for advisers<\/li>\n
- Initiated program map design and development meetings, managed the program map development process<\/li>\n
- Completed updates of initial transfer and employment\/career information on the program maps<\/li>\n
- Developed the first\u00a0ACC\u00a0Online Catalog<\/a>\u00a0and recently integrated maps into the catalog<\/li>\n
- Supported the legislative\u00a0TSI\u00a0Test redesign mandate, the\u00a0THECB\u00a0statewide information campaign, and created the required\u00a0TSI\u00a0Preparation<\/a>\u00a0module and resources.\u00a0 Our design was shared statewide as a model for this work.<\/li>\n
- Produced resources for the Area of Study Information Sessions and now supporting\u00a0ACC\u00a0advising with the redesign of this process by producing media resources<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
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- TLED\u00a0has also led the initiative to improve\u00a0faculty onboarding\u00a0<\/strong>as part of the career sequence of instructors. In collaboration with Faculty Senate, the Adjunct Faculty Association, and the Human Resources Division, we have worked hand-in-hand to design and develop a more robust and expanded program for new faculty. To inform our work, we hosted open forums, engaged faculty leadership in\u00a0dialogue, initiated a faculty-led task force to research and provide recommendations, and collected survey data. This fall, our Faculty Development Office hosted the first, newly minted, faculty\u00a0onboarding\u00a0program, grounded in the faculty values, for more than 60 new full-time faculty and more than 100 adjunct faculty.<\/li>\n<\/ol>\n
<\/p>\n
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- For the past year we have also offered new department chairs and head librarians the opportunity to participate in an onboarding program designed for faculty leaders. TLED has led this work through:<\/li>\n<\/ol>\n
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- \n
- Supporting the review of Department Chair job descriptions\u00a0ACAPs\u00a0conducted for transfer program chairs and workforce program chairs<\/li>\n
- Using the\u00a0ACAP\u00a0content to create our firstdepartment chair\u00a0onboarding<\/strong>\u00a0program\u00a0(Fall 2018)<\/li>\n
- A key part of the department chair’s role is use of systems and processes to undertake job duties, in addition to the comprehensive managerial\u00a0practices\u00a0and strategies.\u00a0 We are working with college offices such as Purchasing, Scheduling, IT and others to create online resources that help chairs gain theses skills and information prior to starting their assignments<\/li>\n
- Creating Web pages dedicated to new faculty and for department chairs<\/li>\n
- We want to develop a year-long schedule and calendar of department chair events and opportunities to support professional development opportunities<\/li>\n
- Last year’s program curriculum is currently being revised with plans to launch a comprehensive New Faculty Leadership Program in the fall of 2020<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
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- And within\u00a0TLED, we will be developing improved\u00a0onboarding\u00a0for our own faculty and staff in relation to division-specific needs. Library Services has a long-standing program and model for this, and we will leverage their work in collaboration to support the division-wide planning for\u00a0onboarding. Stay tuned for an opportunity to participate in this work.<\/li>\n<\/ol>\n
<\/p>\n
Proving college stakeholders the necessary information and resources when hired to carry out their roles will ensure\u00a0ACC\u00a0continues to be the best place to work, learn and help everyone reach personal and professional goals.<\/p>\n
Everyone plays a role in welcoming and helping those who are new to\u00a0ACC. Our work makes a difference!<\/p>\n
Many thanks,<\/p>\n
Susy<\/p>\n
<\/p>\n
\n\n
\n <\/a><\/strong><\/p>\n
tled.austincc.edu<\/a><\/strong><\/p>\n<\/td>\n
Susan M. Thomason, Ph.D.<\/p>\n
- \n
- For the past year we have also offered new department chairs and head librarians the opportunity to participate in an onboarding program designed for faculty leaders. TLED has led this work through:<\/li>\n<\/ol>\n
- African-American Males who completed our\u00a0ACC-101 online orientation had a\u00a038.3% higher persistence\u00a0rate than those who had no orientation, and 11.3% higher persistence than those\u00a0who completed the orientation in person.<\/em><\/li>\n
- FTIC\u00a0(First Time in College) students who completed our\u00a0ACC-101 online orientation had an\u00a018.6% higher persistence\u00a0rate than those who had no orientation, and 9% higher persistence rate than those who completed the orientation in person.<\/em><\/li>\n
- Designing\u00a0ACC’s\u00a0first online student orientation,\u00a0ACC-101, that showed significant gains in persistence for those who participated, particularly gains for men of color.\n