VITAL offers a program tailored to meet the needs of faculty members who are new to Villanova's academic community. The two-part program is offered prior to the fall semester and during January. It is designed to support faculty new to Villanova and / or teaching in the higher education setting, help ease the transition in to the teaching position, answer questions, and familiarize them with Villanova's instructional resources.
In this interactive setting, new faculty engage with faculty from other disciplines, discuss and reflect on teaching practices that foster student learning, and have a sounding board for ideas and questions.
AGENDA and Article, August 2014
New Faculty Program, Part 2: January 2016
FY reference: AGENDA, January 2015
This program has been designed to help new faculty reflect on their instructional experiences at Villanova, share their successes, challenges, and questions with colleagues in a supportive forum and prepare for the Spring semester. The program is practice-based and discussion-oriented.
Lilly Teaching Conference Travel Fellowship for
First Year Faculty
Lilly Fellow 2014: Dr. Yoon-Na Cho, Marketing
"I was able to experience learning and teaching, allowing me to alternate between the roles of a student and an educator. I participated and got involved in activities as a student which helped me understand the students' perspectives. The discussions were very informative and thought provoking. I met and heard from a diverse group of educators across disciplines. The conference gave me the time to reflect and redefine who I am as a scholar and a professor. I saw that the presenters use Poll Everywhere to encourage the attendees to get involved in activities and discussions. This online poll could be a great addition to my Direct Marketing/Social Media chapter to improve student participation."
Lilly Fellow 2014: Dr. David Jamison, Mechanical Engineering
"I benefitted from the exposure to many fellow educators. I made contacts with attendees from universities in the Philadelphia area such as Temple and the University of the Sciences. I also am now in contact with other STEM educators and have formed a network of people I can share resources with. I learned more about ways to increase student engagement, how to assess learning outcomes, and how to identify my desired learning outcomes for my students and plan a course around those outcomes."
Lilly Conference, Bethesda, MD, May 28-31, 2015
The Lilly Teaching Conference Travel Fellowship supports full-time, first-year faculty members at Villanova University to participate in the Lilly Conference, Bethesda, focused on learning, teaching, and assessment in higher education as well as scholarly teaching. This regional teaching conference presents a distinctive professional development opportunity for junior faculty to refine their teaching skills, deepen their understanding of student learning, support their growth as teacher-scholars in the discipline, and network with faculty colleagues across East Coast institutions.
Application Process: Full-time, first-year, pre-tenure, faculty members are encouraged to apply. Please refer to the Call for Applications (PDF) for details.
- Completed Call for Applications, including Statement of Purpose
- Letter of Support (by Chairperson in Department) – speaks to the significance of the faculty member’s teaching conference participation in relation to his/her instructional responsibilities and contributions.
- Post-Conference Reflective Essay due mid-June 2015 – (one page) describes professional instructional gains from teaching conference participation and intended application of knowledge gained to course development and instruction.
Application deadline: April 17, 2015
The Lilly Conference Travel Fellowship provides support for conference registration, lodging and travel. Applicants are responsible for additional expenses, such as meals not included in the conference registration fee.
The Fellowship may fund up to five awards. Applicants should submit a well crafted, comprehensive document that highlights the significance of their teaching conference participation in relation to their instructional development and future teaching goals.