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.
Forty-six new faculty members joined the Villanova academic community and participated in the New Faculty Program, August 17-18.
For your reference, AGENDA 2015 (pdf)
New Faculty Program, Part 2: January 6, 2016
Garey Hall, Room 10A
University Policies Pertaining to Faculty
Academic Legal Issues and Policies, D. Fickler and K. Byrnes
Environmental Health and Safety, A. Lenthe
University Compliance and Ethics, L. Benitez
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.
Link to VITAL resources for new and continuing faculty.
New Faculty End-of-Semester Reception, April 20, 2016
4:00-5:30p.m., ICE Institute
Idea Accelerator, Falvey Library, Lower Level
Lilly Teaching Conference Travel Fellowship for First Year Faculty
Lilly Fellow 2015: Dr. Cristina Percoco, Romance Languages & Literatures
"I feel better informed about a number of online resources: associations, tools, and journals, for example,VoiceThread, and VALUE rubrics which facilitate online learning and assessment."
Lilly Fellow 2015: Dr. Chris Castille, Human Resources Development
"My methods have matured and undergone much refinement in my first year as faculty based on both the experience of teaching our students as well as putting into practice evidence-based teaching approaches. The Lilly Conference, which appeals to my desire to be an evidence-based teacher, serves as an opportunity to further refine my instructional skillset."
Lilly Fellow 2015: Dr. Albert Shin, Ethics
"The most beneficial aspect of this conference was developing connections with instructors experienced in teaching different populations in different settings. For instance, I attended a workshop on how to hold difficult discussions with service-learning students on privilege (e.g. racial, socioeconomic status). In hearing the experience and thought- processes of experienced instructors, I developed better insight into what might help students prepare for their service-learning experience, and the kind of reflective discussion that will best serve them after having that experience."
Lilly Fellow 2015: Dr. Edward Kim, Computing Sciences
"One of the most impactful sessions was a presentation on the adverse effects of technology on students’ critical thinking skills. The presenter advocated minimizing the use of technology in class and assignments in order to train, or retrain, students to take time and think about solving problems instead of using the Internet to look up solutions. In my field critical thinking is very important, and I plan on emphasizing critical thinking through my assignments and being very cognizant on when technology helps, and when technology hurts the learning process."
Lilly Fellow 2015: Ann Scheve, Nursing
"My goal was to learn more about how to engage students towards self initiated learning. I will incorporate the following approaches: (1) I will assess my freshmen students to identify which stage of self-directed learning they are currently at; (2) I will identify and utilize teaching strategies to meet their learning needs, and move them along the self directed learn stage hierarchy through class room activities, reflection and feedback.
Lilly Conference, Bethesda, MD, June 2-5, 2016
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 Monday, June 13, 2016 – (one page) describes professional instructional gains from teaching conference participation and intended application of knowledge gained to course development and instruction.
Application deadline: Monday, April 18, 2016
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.
2014 Lilly Travel Fellows:
Dr. Yoon-Na Cho, Marketing
Dr. David Jamison, Mechanical Engineering