Briefing note: Revision of the Focus on Learning Program

Briefing Note
Purpose
The purpose of this Briefing Note is to propose a course of action to the Focus on
Learning (FOL) planning team regarding revisions to the program, as discussed in the November
2014 planning meeting.
Background
Focus on Learning (FOL) is a mandatory Eastern Region college, new faculty
development program, with participants from five of the Eastern Region community colleges:
Algonquin, Durham, Fleming, Loyalist, and St. Lawrence. This program has existed for twentyfive years and was originally established to provide its participants with foundational-level
teacher-training that was meant to assist in the transition from industry to teaching. All funding
for this program is supported by the individual colleges and a surplus is currently available to
carry out the proposed recommendations.
Current situation
An unprecedented amount of negative participant feedback and recent developments at
local and provincial levels, have resulted in a unanimous decision by the planning team to update
the program. The revisions will attempt to address the changes in faculty demographics and to
align the program to each colleges strategic plan, with a specific focus on quality teaching and
learning and learning with technology. The planning team will meet again in January 2015 to
discuss next steps based on the recommendations in this briefing note.
Key considerations
The following contributing factors were discussed in the November meeting and support the
teams decision to revise the program:

Participant dissatisfaction with the depth of the concurrent workshops, insufficient

opportunities regarding learning with technology, and the restrictive structure of the
program.

Recent institutional policy changes in hiring requirements: all new hires must possess an
undergrad or graduate degree.

An increase in the number of experienced teachers: Registration information revealed that

only six out of one-hundred participants were new to teaching.

The implementation of an external audit, the Provincial Quality Assurance Program Audit
(PQAPA), with one of the six criteria focusing on quality teaching and learning.

Briefing note: Revision of the Focus on Learning Program

The establishment of an in-house, new faculty development program, at four of five of the
Eastern Region colleges resulting in academic leadership questioning the need for the FOL
program.
Recommendations

Short Term Strategies

It is recommended that the following steps be taken:
1. Survey past participants (over the last 3 years) using the current survey tool in order to
provide a larger sample size and test the reliability of the current findings.
2. Investigate the structure of new faculty development programs by contacting provincial
colleagues and researching different conference platforms.
3. Use the data gathered to update the program for the upcoming 2015-2016 academic year and
seek approval from management for the proposed revisions.
4. Elicit the help of marketing students to develop promotional materials that will be shared at
an annual meeting with academic administrators.
Long Term Strategies
It is recommended that:
1. The Eastern Region colleges fund an applied research study, in conjunction with the
respective colleges institutional research offices, to examine the effects of the FOL program
on faculty teaching.
2. Erect a FOL program advisory committee to meet on an annual basis.
Implementation
1. Set timelines and delegate tasks at the January 2105 meeting to update the program based on
the short term strategies above.
2.

Implement the revised program in August/June of the 2015/2016 academic year.

3. Conduct an applied research study commencing in August 2015 to be completed by January

2017, once funding has been confirmed.
4. Meet annually with Academic Leadership Teams (ALT) starting June 2015 to provide
updates and promote the program using the promotional materials developed by the
marketing students.
5. Meet annually with the FOL program advisory committee commencing in the fall of 2015.

Briefing note: Revision of the Focus on Learning Program

APPENDIX A: SUPPORTING BACKGROUND INFORMATION

Participant Feedback: Changing Expectations
Participant feedback (2014) revealed that a significant number of participants felt that the
program did not take into account their past teaching experience or level of education. Knowles
(1980) points out how adults need to be shown respect and how it is critical to acknowledge the
wealth of experiences that adult participants bring to the classroom. The frustration felt by some
faculty is evident in the following comment:
This education was way too basic. Most of faculty being hired have years of experience
teaching and many education courses. I would have liked to have more choice with
workshops that addressed pedagogy of teaching & learning and research on this at a
much higher level.
The education level of participants was not part of the quantitative data collected, so
individual comments and local policy changes at all five colleges (degree as a requirement of
hire) were used to draw conclusions regarding these issues. It is recommended that past
participants be surveyed in order to provide a larger sample size and validate current findings, so
that short term revisions to the program are not based on just one cohort. The need for a robust
survey tool and an applied research study is discussed later in this appendix.
Structure of the program
Examination of other provincial faculty development programs, specifically regarding the
structure, will provide information for the planning team to consider. Currently, the format of
FOL is all face to face and determined by the planning team. The concurrent sessions are
delivered by facilitators or external guests as they see fit. The program agenda is tightly packed
with concurrent workshops and pre-planned group activities. Knowles (1980) shares how
teacher-directed planning conflicts with the way in which adults learn,

Briefing note: Revision of the Focus on Learning Program

Teachers of adults who do all the planning for their students, who come into the
classroom and impose preplanned activities on them, typically experience apathy,
resentment, and probably withdrawal. This imposition of the will of the teacher is
incongruent with the adult's self-concept of self-directivity (p.48).
Knowles, Holton and Swanson (2005) suggest that adult learners wish to be autonomous,
welcome the opportunity to direct their own learning, learn through experience, and want to
apply their learning immediately in problem-centered situations. Investigating different formats
for conferences, such as the Unconference will be useful in addressing the needs of our new
faculty (Uncoference.net). Research into blended learning programs and their effectiveness is
also something to consider once the results of the applied research study are finalized.
Governmental and Institutional Priorities
With the onset of the Program Quality Assurance Audit (PQAPA) by the Ontario
College Quality Assurance Service (OCQAS), college administrators have made quality teaching
and learning a priority (Colleges Ontario, n.d). All five Eastern Region colleges have included
excellence in teaching through professional development, as part of their strategic plans
(Colleges Strategic Plans1). This has led to the development of in-house programs for new
faculty in four out of the five colleges. Furthermore, two planning team members have disclosed
that their college administrators are questioning the need for the FOL program when they have
recently allocated money and resources into their own college programs.
The support of college administrators is essential to sustain the FOL program. Therefore, it is
necessary to seek input from college administrators regarding proposed changes so that revisions
align to the respective colleges strategic plans. For example, learning with technology is
currently a hot topic in the community college system and at the ministry level (Colleges
1 See the Footnotes at the end of this document for the sources of the individual colleges
strategic plans: Algonquin, Durham, Fleming, Loyalist and St. Lawrence College.

Briefing note: Revision of the Focus on Learning Program

Strategic Plans1; Bradshaw, 2014). The program does not offer many opportunities for faculty to
learn about technology in their teaching, yet administrators have an expectation that faculty will
use technology in the learning environment (Colleges Strategic Plans1).
The current technology-based concurrent session offered, introduces educational apps
and software. Such tools can be provided in an electronic document or researched on the internet
as most adults are fairly self-directed in their ability to manage and monitor their own learning
(Caffarrela, 1993).
However, Mezirows theory of Premise Transformation ascertains that when learning
about teaching, teachers may need to begin with reflecting on why they teach rather than how
they teach (Mezirow, 1978). This involves questioning our assumptions underlying our
knowledge (Mezirow, 1978). A shift from a teacher-centered to learner-centered approach would
allow for more learner autonomy which can result in a higher level of engagement (Huba, 2000;
Merriam & Brocket, 2007; McKeachie, & Svinicki, 2013). Exploration of topics such as ethical
considerations and the sociocultural impact of technology on our learners, provides opportunities
for faculty to question their assumptions and participate in a deeper learning experience (Selwyn,
2011; Selwyn, 2012; Tisdall, 2006).
To date, the FOL planning team has not considered it necessary to promote the
program since it is well respected in the Eastern Region. As mentioned earlier, provincial college
audits have resulted in many colleges developing their own in-house development programs.
However, the collaboration between the Eastern Region colleges provides unique opportunities
for faculty networking with faculty from different colleges, but within the same program, and
this is considered some of the best learning amongst faculty. The need to distinguish FOL as a
unique conference that can help lay the foundation for in-house programs, is quintessential to the

Briefing note: Revision of the Focus on Learning Program

sustainability of the program. Therefore, well-functioning partnerships between the planning

team and management are central to the health of the FOL program. This can be accomplished
by college representatives meeting annually with the academic leadership team to provide a
report and obtain feedback. Eliciting the help of marketing students to develop some promotional
material will demonstrate a commitment authentic student learning.
Furthermore, the establishment of an advisory committee will provide on-going,
program-related advice, alert the planning team of current trends in education, and support the
goals identified in the colleges strategic plan. At minimum, the committees should consist of a dean,
past and current participants, a planning team representative from each college, and an educational
developer.

Applied Research Project

An applied research study is warranted to determine the impact of the program on
faculty teaching. An in-depth research study that examines such factors as knowledge
dissemination, peer sharing amongst colleges, and shifting attitudes towards technology use in
teaching, can provide the colleges with evidence as to the value and sustainability of the FOL
program. Working in conjunction with the colleges institutional research offices can provide
expertise and help alleviate some of the time and resources necessary to complete the study.
The Eastern Region has continually been commended by other colleges and provincial
organizations for their commitment to professional development and the collaborative nature in
which we design our programs. The proposed recommendations can provide the necessary
stepping stones to revise and update the program in an efficient and evidenced-based manner
resulting in an exemplary learning experience for new faculty.

Briefing note: Revision of the Focus on Learning Program

References
Algonquin College, Strategic Plan. Retrieved from http://www2.algonquincollege.com/vision2020/
Bradshaw, J. (2014). Ontario to launch $42-million central hub for online postsecondary classes.
Globe and Mail. Retrieved from http://www.theglobeandmail.com/news/politics/ontarioto-launch-central-hub-for-online-postsecondary-classes/article16299333/
Caffarella, R. S. (1993). Selfdirected learning. New directions for adult and continuing
education, 1993(57), 25-35.
Colleges Ontario. (2012). Empowering Ontario: Transforming higher education in the 21st
century. Retrieved from http://www.loyalistcollege.com/wpcontent/uploads/2014/03/CO-VISION-Report-2012-FINAL.pdf
Colleges Ontario. (n.d). Ontario Colleges Quality Assurance Service: Program Quality Assurance
Process Audit. Retrieved from http://www.ocqas.org/en/?page_id=4175
Durham College, Strategic Plan. (2013-2016). Retrieved from http://www.durhamcollege.ca/wpcontent/uploads/StrategicPlan_2013-2016_web.pdf
Fleming College, Strategic Plan. (2010-2015). Retrieved from http://flemingcollege.ca/aboutfleming/reports-and-plans
Huba, M. E., & Freed, J. E. (2000). Learner centered assessment on college campuses: Shifting
the focus from teaching to learning. Community College Journal of Research and
Practice, 24(9), 759-766.
Knowles, M. S. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy.
(2nd Ed.). New York: Cambridge Books.
Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2005). The adult learner. Routledge.

Briefing note: Revision of the Focus on Learning Program

Loyalist College, Strategic Plan. (2009-2014). Retrieved from

http://www.loyalistcollege.com/wp-content/uploads/ 2014/03/ LoyalistCollegeStrategic
Plan2009-2014.pdf
McKeachie, W., & Svinicki, M. (2013). McKeachie's teaching tips. Cengage Learning.
Mezirow, J. (1978). Perspective transformation. Adult Education Quarterly, 28(2), 100-110.
Merriam, S. B., & Brockett, R. G. (2011). The profession and practice of adult education: An
introduction. John Wiley & Sons.
Participant Feedback. Focus on Learning Program (FOL). 2014
Selwyn, N. (2011). Editorial: In praise of pessimismthe need for negativity in educational
technology. British Journal of Educational Technology, 42(5), 713-718.
Selwyn, N. (2012). Making sense of young people, education and digital technology: The role of
sociological theory. Oxford Review of Education, 38(1), 81-96.
St. Lawrence College, Strategic Plan. (2014-2019). Retrieved from http://digital.turnpage.com/t/108172
Tisdell, E. (2006). Spirituality, cultural identity, and epistemology in culturally responsive
teaching in higher education. Multicultural Perspectives, 8(3), 19-25.
Unconference.net. Retrieved from http://www.unconference.net/

Footnotes

Briefing note: Revision of the Focus on Learning Program

Algonquin College, Strategic Plan. Retrieved from http://www2.algonquincollege.com/vision2020/

Durham College, Strategic Plan. (2013-2016). Retrieved from http://www.durhamcollege.ca/wpcontent/uploads/StrategicPlan_2013-2016_web.pdf
Fleming College, Strategic Plan. (2010-2015). Retrieved from http://flemingcollege.ca/aboutfleming/reports-and-plans
Loyalist College, Strategic Plan. (2009-2014). Retrieved from
http://www.loyalistcollege.com/wpcontent/uploads/2014/03/LoyalistCollegeStrategicPlan2009-2014.pdf
St. Lawrence College, Strategic Plan. (2014-2019). Retrieved from http://digital.turnpage.com/t/108172