The most useful framing this module gave me was the recognition that ongoing faculty management requires a scalable team structure — on-boarder, trainer, supervisor, evaluator, and mentors — even if those roles are initially shared among one or two people in smaller settings.
What stood out most was the distinction between professional development (focused on subject matter expertise) and in-service activities (focused on instructional practices). Both are fundamental to continuous improvement, and both must be documented within an annual individual development plan.
I also valued the practical reminder about technology platform readiness before any synchronous meeting, and the recognition of the instructor community sandbox as a 24/7 asynchronous repository for policies, materials, and peer collaboration.
Application: At the CVCC Amherst Early College Center, I want to think more intentionally about role clarity in our onboarding workflow and make better use of asynchronous repositories so that policy, procedure, and best practice resources stay accessible to faculty between formal touchpoints.
With Benevolence, Shannon
