TFS = Retention + Performance + Satisfaction

Administrator/Chief Educational Officer

The Teaching For Success® and Tough Faculty Problems:

• Being a student does not qualify a person to be a teacher.
• Earning a degree is not enough preparation to teach for success.
• Poorly prepared faculty lower retention and student satisfaction.
• Part-time faculty numbers are growing and their influence on the success of their institution is growing every year. See Stanley Fish, "The Last Professor" NY Times.
• As budgets tighten travel costs, speaker costs, and event costs may become prohibitive as a faculty development strategy.
• Reaching faculty with inspiring, motivational, and effective development ideas is a very difficult and time consuming task for administration and staff.
• Many faculty, especially part-time and adjunct faculty feel neglected and not a part of the institution.
• Instructors moving to online courses desperately need mentoring to ensure quality in these courses.

With The New Teaching For Success®
You Can:

• Save valuable time in developing in house programs.
• Stretch development budget with a more effective program.
• Prevent dilution of effort away from crucial teaching improvement goals
• Fire up your faculty with a new way to understand teaching effectiveness.
• Realize more time to deal with special local issues.
• Recognize and appreciate faculty, especially part-time and adjunct faculty for their contribution to the institution's success -- provide them with TFS.

"The Three Easy Pieces of High Impact Teaching"

• Adventure Prep — How to thrive as an instructor traveler, relish the adventure, achieve clarity of purpose, and take responsibility for results.
• Expedition Outfitting — How to use the Teaching For Success concept map to prepare the for a complex journey.

Teaching For Success® Believes:

• Faculty Increasingly Need Foundational Teaching Success Development.
• Faculty Are a Key Component to Improving Retention, Completion, and Satisfaction.
• The TFS Win-Win, High Impact Teaching Program and Ezine Delivers Energy and Concepts Needed for Growth and Change.

Why is a mention of self-concept important? David A. Sousa, How the Brain Learns, identifies the self-concept to play a pivotal role in how people learn. It's a central concept in his brain-research based Information Processing model.

He writes, "The self-concept often determines how much attention the learner will give to new information…The self concept regulates the entire learning process."

He likens the effect on learning of the self concept to a set of blinds on a window that can open or close to the receiving, processing, and storing of new information.

This concept is the starting point of the Teaching For Success®, Win-Win Teaching with Impact, faculty development program -- opening the blinds to teaching and learning improvement.

The teaching self-concept is built and maintained by tussling with the Six Crucial, High-Impact Teacher Roles or Critical Success Factors of High-Impact Teaching, a solid foundation in causal success principles, strategies, and laws and a steady input of practical teaching application ideas from teachers successfully facing and

Teaching For Success® has studied, gathered and organized information on how to build and maintain a positive teaching self-concept from a wide variety of sources over the past 20 years.

Basically, teacher success comes down to knowing the cause and effect relationships that operate in the field of teaching and learning that you are working to obtain outstanding results.

Learning more and staying connected with Teaching For Success is easy.

The High Impact Approach: Increase
Retention, Completion, Satisfaction

Six Critical Success Factors or Roles of High-Impact Teaching

At the heart of the TFS impact is the TFS Win-Win E-zine periodical. It teaches faculty success skills and the mindset they need to adequately address the six Critical Success Roles leading to win-win teaching and learning.

TFS is the only faculty development program
to provide the CSR advantage

The Six Essential Win-Win CSR Teacher Roles are:

1. Leader
   
2. Manager
3. Instructor (Optimum Sequence) PIE-R3: Preparation, Input, Engagement, Retention, Reconfirmation, Reflection
4. Analyzer (Tweaking the day-to-day activities to fit your specific students needs.)
5. Communicator
6. Evaluator

What Is Faculty Development Worth
to the Success of Your Faculty and Institution?

Just about everything.

The Future of Your College or University
May Depend on Win-Win, High-Impact Instructors
Who Reach Outcomes and Solve Problems

The All New Teaching For Success
Bi-monthly E-zine
"Catches the Eye and Relaxes the Mind"

Not Sure What an E-zine Is?

*An E-zine is an online magazine, periodical that you can read, study and interact with online or print a paper copy of just the information you need or the entire issue.

It features pop-up notes, hot links to supporting URLs and active fields to enter personal comments and ideas.

Beautiful and practical, the all new Teaching For Success, Win-Win Teacher E-zine saves can save your faculty hours and hours of trial-and-error learning-on-the job and keeping your inexperienced faculty from making many embarrassing beginner mistakes.

Six issues, 8-10 pages each issue, Easy to read online with Adobe Acrobat Reader (free from Adobe) interactive note and idea fields, and hot links to many online sources of additional teaching information.

TFS is Designed to:

• Boost instructor satisfaction
• Increase retention
• Impact student satisfaction
• Solve instructional problems
• Reach desired learning outcomes
• Build a "Success Mindset"
• Create library of improvement ideas
• Relax and learn
• Involve and engage
• Recognize
• Include

What Do Faculty Say?

TFS helped new teacher David Borges, DC become a successful adjunct instructor at a community college. Here is what he says about TFS with the bonus action section:

"I like TFS best because it has a larger variety of articles and has a much easier format to apply the information. Your efforts have made TFS much easier for adjunct faculty to implement the outstanding teaching strategies you provide.

It is one thing to provide great information; the next level up is making it easy to implement. TFS has accomplished both!"

~David Borges DC, South Lake Tahoe, CA; adjunct faculty, Lake Tahoe Community College, CA

"Thanks for the energy and positivity that your publication [TFS] brings to collegiate teaching."

~Dee Duis, Faculty, Davenport University

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The Faculty Participation Problem

One of the most vexing challenges facing most faculty developers is "How to invite, encourage, and just plain get faculty participation?" in a faculty development program.

Teaching For Success has taken a proactive stance to help faculty developers and administrators solve this thorny problem.

Clarification

A couple of points are needed to clarify how unique TFS is when it comes to creating workable solutions.

First, the materials given to faculty in our opinion must be aesthetically pleasing and inviting, the documents should be well organized and written to attract faculty. Most faculty in our experience do not want lengthy hard-to-read and difficult-to-understand research-style prose.

Second, faculty, particularly adjunct and part-time faculty, thrive on practical information about teaching and teaching improvement. They need the big picture and the fine details explained.

And faculty need very much to be engaged while reading. This need is fulfilled very well by the TFS E-zine development approach unique to Teaching For Success, by a free additional document provided with each issue.

The best solution to date is the "TFS Issue Content Summary" free document.

Do you remember how as a kid you may have scanned the Reader's Digest front page for interesting topics? This simple cover addition that made article so accessible and intriguing helped Reader's Digest to become hugely popular in its day.

Following this principle, Teaching For Success creates a special Issue Content Summary teaser document so that college and university members can use this summary to e-mail to faculty. With this information, a faculty member could tell within several seconds which ideas are of interest.

The free Issue Content Summary can be used to internally market the value of Teaching For Success to faculty. This is a free service provided only by TFS. Members are licensed to copy and paste or deconstruct this list and use the in formation as needed.

Is it effective?

Scan the summary below as if you were a faculty member and see if any of the topics grab your attention enough for you to want to read more about it in the full issue. If one or more topics does this, then you can see that it would be an effective way to capture faculty interest.

Try TFS Risk-free. Purchase refunded if not satisfied.

You'll be amazed how easy it is to implement a TFS win-win program and deliver the TFS E-zine to your faculty:

• The unique TFS Unlimited Use Site License that accompanies each subscription makes it easy to distribute, house, copy, and print your TFS issues as needed from your own computer system.
• No need for your faculty to remember complicated logins to access their issues.
• You can distribute TFS with no access codes, URLs or login procedures needed.

As an institutional single campus or multi-campus member your faculty will receive six electronic success issues per year of an idea rich, easy to read packed with insider's tips to becoming a win-win college teaching hero.

Generous Use Rights Included

Pentronics Publishing makes it very easy to distribute TFS electronic issues to your faculty. Our Unlimited Site License provides the rights to make unlimited copies, unlimited distribution, unlimited file duplications and even the right to export articles for use in your own publications.

The knowledge you gain from TFS will help you in the hiring process. Your faculty will be better able to answer important and often asked questions about fundamental teaching approaches. They will know what to do and not to do in their traditional or online classes.

What Developers and Administrators Say

There are some very good pieces in this issue. The student evaluation / test construction stuff is particularly valuable to our adjunct faculty. Many of them teach at the college level and evaluate the students at a high school level…not intentionally, but there is more to good student evaluation than those new to teaching expect."

"So nice to hear from you again!  Yes, Baker College would like to subscribe to receive Teaching for Success once again.  We will need the multi campus subscription.  The look of the publication is great!"

"Teaching for Success is especially helpful to our adjunct faculty. Most are employed at full-time day jobs and have difficulty attending our scheduled training. They can pick up TFS when they check their mail. I've heard from many of them saying how helpful TFS has been."

"I surveyed our faculty about whether we should continue subscribing. The response was so positive that we have continued our subscription. Our faculty indicate that they really appreciate the information from TFS as they can immediately put it to work in their classrooms."

"TFS Spectrum is full of practical ideas and strategies that instructors can implement immediately."

Why Not Become a TFS Member Now? Click Here For Information

Supporting Relationships

TFS and Jack H. Shrawder, publisher are members of:

• The American Association of Community Colleges
• The POD Network, Professional and Organizational Development Network in Higher Education
• NCSPOD, The North American Council for Staff, Program and Organizational Development
• ASTD, American Society of Training and Development

Credentials

Jack H. Shrawder, publisher

• Fourteen years full-time, two- and four-year college and university teaching experience
• transitioned from industry to education and started teaching as an adjunct faculty
• M. Ed Vocational Education, University Illinois
• Two year doctorate level study in Training and Development
• Twenty years of publishing, writing, study, and mentoring experience in teaching improvement
• Founded Pentronics Publishing in 1988 with the mission to help faculty learn how to improve their teaching and achieve learning outcomes more rapidly and easily

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TFS Partner Authors

TFS Partner Authors pen easy to understand tips and recommendations that can help your faculty improve their classroom teaching and make the transition to online teaching smoother and easier

• Dr. Andrei Aleinikov, Defense Language Institute Foreign Language Center and International Academy of Genius, Monterey, California
• Mr. Dave Bequette, Adjunct Faculty, Butte College, California
• Ms. Vicki Brooks, Adjunct Faculty, Columbia College, Missouri
• Dr. Francine Armenth-Brothers, Heartland Community College, Normal, Illinois
• Ms. Lynette G. Esposito, Adjunct Professor, Burlington County College, New Jersey
• Ms. Judy Grigg Hansen, College of Southern Idaho, Idaho
• Ms. Angela Payne, Assistant Professor of Office Administration, Southwest Community College, Memphis, Tennessee
• Mr. Ted Rachofsky, Austin Community College, Austin, Texas
• Ms. Kay Rooff-Steffen, department coordinator of humanities at Eastern Iowa Community College District, Muscatine campus, Iowa
• Dr. Howard Rosenthal, Saint Louis Community College, Missouri
• Dr. Brian R. Shmaefsky, Lone Star College – Kingwood, Texas
• Ms. Barbara J. Weiner, M.S., MT(ASCP, FL BCLP), CLS(NCA) TFS Partner Editor, DL and Web Design, Florida
• Mr. Stuart Tichenor, Oklahoma State University-Okmulgee, Oklahoma
• Mr. John Reich, Genesee Community College, New York

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The Top Six General FAQs

1. Aren't newsletters old fashioned and a relic of the preinternet boom?

No, not by a long shot. They have become active learning, training e-zines. There are thousands of niche publications in newsletter, periodical format similar to TFS that serve professionals with need-to-know information cheaply and effectively. Let's face it, with the speed of change today, unless we are constantly learning and applying new growth-enhancing information we are slipping backward and becoming obsolete.

The need to set and reach desirable personal and professional goals is with us now more than ever. The news is so negative today from every point on the media compass that reading a positive success building resources like TFS is like taking a cool, calming deep breath of fresh air in the midst the choking, superheated, polluted air of a summer heat wave.

Top professionals use newsletters and other media materials as a way to keep up and keep growing. Why not see what TFS can do for your part-time and adjunct faculty who are hungry for success guidance.

2. What about teaching online classes? What can TFS do for these instructors?

We dedicate approximately 1/3 of each issues space to ideas and tips for online instructors. We recognize that more and more adjuncts are being trained or asked to teach online. TFS can help keep the innovative online teaching improvement process going full speed at your college.

Since many instructors need skills in teaching both traditional and online courses TFS provides an outstanding mix of information. And while the teaching context changes with online delivery the principles and processes by which students learn does not change. So many teaching improvement ideas found in TFS apply to many teaching venues.

3. OK I'm interested in providing my faculty with your terrific e-periodical; how do I get it?

Teaching For Success (win-win periodical) is only available by Annual Membership. You can join online and download available issues right now if you like. In addition to subscribing to TFS, members receive a site license to distribute and print TFS issues as needed within their institution.

4. Are there membership levels for different institutions?

Yes, There are two membership levels: Single Campus and Multi-Campus. For more membership information click "Membership" now..Institutional memberships are now just $595 per year. This gives you and all of your faculty and staff free access to TFS issues, Quick Studies, QuickTip Stacks, Solutionary, and much more.

This includes a full site license for unlimited duplication, distribution and printing of any of the issues during the calendar year of your membership.

5. Do you offer individual teaching improvement resources for faculty purchase?

Yes, we are developing a library of Quick Studies that help faculty develop skills in everyday teaching tasks. Quick Study, 1, " How to Get an 'A" in Testing" is available now. Go here for more information.

6. I'm looking for resources for my California community college's FLEX Professional Development program; would TFS work in this context?

You bet it would! Providing TFS for your faculty would allow them to create a FLEX program where they will use TFS issues ideas to improve their teaching, keep a journal of their experimentation and share what they found to work best with other faculty.

This a practical, meaningful and outcome oriented FLEX activity that pays big dividends to the college or university who becomes a TFS member.

Article List (Partial Volume 19)

Win-Win Teaching Improvement Ideas

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Teaching For Success, Vol. 19, No.5 Issue Summary

In This Issue:

• The New Surge in E-Learning: How Does It Add Up? p. 1-2
Community colleges nationwide now enroll nearly half of all online college students, and in Pennsylvania, Drexel University’s online program has grown in the last five years from 100 to 5,700 students, nearly 20 percent of University enrollment. What's going on here…?

• Optimize Instruction with a simple teaching sequence, p. 1
Teaching in formal educational settings is a problem. Why? It’s time constrained, and time is the overarching constraint. Time restrictions generate the need for carefully orchestrated…

• How to Quickly Build Online Class Cohesion, p. 3
Here’s how to build class cohesion quickly and easily right from the start. Here’s what I might write:

• Harnessing the Learning Power of "Breaking It Down" p. 3
Driving away from the store, these two incidents mixed together and showed me a good way to teach math. Just as the technique of “breaking it down” and concentrating on only one step…

• Top Ten Online Teaching Tips, pp. 3, 4, 5, 6, 7
Working in an online environment forces a teacher to design courses in a logical, structured, easy-to-follow format. Flaws in course design become more critical when…

• How to Teach Critical Thinking More Effectively pp. 5-8
In a classroom application, critical thinking is best defined as exploring questions about and solutions for issues that are not clearly defined and for which there are…

• Bonus Gold Application Section, p 9
This section now has interactive fields for entering your ideas and application of ideas. You may save your comments and/or print them.

Teaching For Success, Vol. 19, No. 4 Issue Summary

In This Issue:

• How GEGA Super Charges Learning, p. 1-2
In my practice of teaching teachers (professors) how to teach creatively and become the best teachers, or “genius teachers,” I always…

• For the Love of Teaching, p. 1
They were all inspiring, tough, fair, knowledgeable, optimistic, caring, and confident, but not…

• A Survival Exercise for the Google Age, p. 3
When she received the papers, nearly every one was filled with misinformation. And virtually every paper in the class was packed with the same misinformation! What was going on? And what can you do about it?

• Mystery Guest, Sign In Please p. 3 (Quick Tip Contest Winner)
A weekly visit from a mystery guest, in the form of a historic figure, will be a popular addition to your online classroom. Here's how to add this feature to your class...

• Essay Writing 101: Don’t Stump the Chump! p. 4
One of the thorniest obstacles to teaching freshman essay writing is convincing student writers to consider the informational, contextual, and organizational needs of their audience. Too often their essays even stump the chump…

• From Strangers to a Learning Community, p 5
      (Brilliant Idea Contest Winner)
She took me aside and said, “I was in your class about 11 years ago, and I wanted you to know I still have that card we did. What was it that caused this students to benefit from this class even 11 years after she took it?

• The Amazing Personal Response Journal Enriches Learning, p. 6
Record, review, and share your responses. They will help you learn new information, formulate questions, and retain key points. Use at least three of the suggestions below to guide you to implementing this terrific instructional activity.

• Bonus Gold Section: Success Through Action, pp. 7-8
A practical work section where you can review, plan for implementation, and inventory your thoughts on all the Big Ideas in this issue.

Teaching For Success, Vol. 19, No. 3 Issue Summary

In This Issue:

• Must-Know UID Concepts—An Important Development for Teaching       Diverse Learners, p. 1-2
Universal Instructional Design (UID) is a fantastic way of creating a curriculum or a teaching method that feeds the needs of your diverse learners. It takes into account the different multi-sensory teaching modes that best address the various differences in the way students think and learn. At last, there is way to impart even abstract concepts and skills without …

• For the Love of Teaching, p. 1
Teaching For Success is not about “quick and easy” although some ideas are truly that. It’s about improving a little everyday, and being willing to be fully engaged, surprised more, and…

• Using the Power of Early-success Teaching Strategies, pp. 3-4
I looked at a sea of blank stares for about 30 seconds, until this young man slowly raised his hand halfway up and softly explained it all, clearly enough so the entire class could...

• Generations 101: Meet Your Students, Characteristics Table, p. 3
The First Time in History Four Generations Work and Learn Together! See the table of generational characteristics to get a broad handle on this fascinating population analysis.

• Quick Tip 1: Review Pattern Maximizes Knowledge Retention p. 4
Good students have learned to review regularly; poor students have never developed this important learning…

• Quick Tip2: How to Structure Knowledge, p. 4
There are five common ways to structure knowledge. If you teach for success, you should have these structures clearly in mind, and ready to use to help learners progress more…

• Teaching: It’s a Brave New World, pp. 5-6
Like it or not, the reality is that we live and work in a very competitive world, and the race is on. The choices are to…

• Bonus Gold Section: Success Through Action Steps (Now Expanded),      
      pp. 7-8
Learning new ideas is terrific, but without application, the good is lost. See the suggested list of simple and workable actions you might take to get the most out of the ideas discussed in this issue of TFS.

TFS is the Common Sense Investment
in Your Faculty, Career and Institution

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