The institution provides ongoing professional development of faculty as teachers, scholars, and practitioners.

Compliance Judgment:  In compliance


East Carolina University (hereafter, ECU or the institution) has long recognized the value of providing ongoing faculty development.  East Carolina University offers numerous professional development activities that support innovative, creative teaching, ongoing scholarly development, and state-of-the-art professional practice. This professional development includes on campus activities provided by University faculty and staff and by consultants brought to campus, as well as by funded participation in off campus professional development at conferences, workshops, and online webinars.  Academic units provide travel and registration funds, usually per faculty member and as funds are available, for faculty to participate in professional development through conference and workshop participation. The UNC System has provided free faculty development opportunities, such as the 2011 online Teaching and Learning with Technology ConferenceAs a member of ICPSR (Inter-University Consortium for Political and Social Research), ECU is able to provide reduced registration to ICPSR training in research and statistics. 

Additional units providing professional development throughout the campus include the colleges and schools, support and administrative offices in the Divisions of Academic Affairs, Student Affairs, Health Sciences, and Research and Graduate Studies, the Office for Diversity, Equity, and Community Relations, and more.  Ongoing structured faculty development includes programs offered by the Office for Faculty Excellence (OFE), the Brody School of Medicine Faculty Development Office, and  Information Technology and Computing Services and Human Resources. A number of these structured development programs allow faculty to register for, evaluate, and keep records of their participation.  Other offices provide special training on a regular basis: Sponsored Programs, Joyner Library programs (such as Faculteas), and the Office of Diversity, Equity, and Community Relations brings in leaders on issues of importance for diversity for professional development seminars.   Grants, such as College STAR: Supporting Transition, Access, and Retention, are providing resources and faculty development for faculty to improve their instruction for all students, but especially those with learning differences.   OFE is partnering with this new grant to provide learning communities for faculty to investigate best practices and complete SoTL projects. 

Participation in faculty development programs is documented in the faculty annual report.  Most faculty participate because of their own perceived needs/wants for professional growth.  However, chairs and personnel committees also refer faculty based upon evaluations of teaching and/or research.   Recently, distance education training and evaluation requirements have been formalized with completion of identified modules mandated for all faculty teaching in distance education (see Faculty Manual Part VI, Section III).  Online instruction training and evaluation are also regularly provided through faculty groups, such as the Teaching Online Faculty Interest Group (FIG) in the OFE and programs, such as the required College of Business training for DE faculty.  Some colleges fund specific support activities for the development and improvement of internet course instruction). Funding for workshops and other development activities conducted by other agencies (the National Endowment for the Humanities, for example) can be supplemented at the request of the faculty member with the support of his or her unit administrator.

Distance Education is but one example of a major area of professional development.  Other strands  include: teaching and learning  (active learning, teaching with new technologies, incorporating 21st century skills, developing writing abilities of college students, developing global awareness and leadership abilities, incorporating Universal Design for Learning principles, course design);  the learner (diversity, academic integrity, rapport development, teaching students with learning differences, understanding the emotional needs of today’s college students, working with difficult students or difficult learning situations, nontraditional students, students at a distance); scholarship (research, statistics, creative activity; research with human subjects, finding grants ethical conduct of research); and assessment and evaluation (assessment of student learning, evaluation of teaching and learning; professional growth and development; reappointment, tenure and promotion); and organization leadership and management (committee responsibilities, professional conduct).  Professional development usually involves participation in a session, workshop, series, course, or other program where the faculty member is a participant, but it may include an agreed-upon self-study with reporting and project completion as approved by the chair or program leader.

Examples of ECU’s faculty development activities are described in this section.  Categories of development activities are provided to the user in a drop-down menu. With the exception of discipline-specific activities, all activities are available to all faculty, whether tenured, tenure-track, non-tenure track, part-time, or graduate student instructors (emerging faculty). The purpose of these activities is to enhance faculty effectiveness and performance in teaching, scholarship/research, and professional service and engagement. Programs are advertised through websites, flyers, and regular emails.  For example the OFE sends a weekly email of upcoming programs for a two-week period and directs the reader to the OFE website for a complete, current listing of programs.  In annual goal setting meetings and annual evaluation discussions with chairs, faculty members discuss their development needs/aspirations and the resources needed to attain them.  Faculty development activities are included in the annual reports submitted by faculty.  Not only do faculty members participate in professional development, they provide professional development for their colleagues, for example, the Scholar-Teacher Awards and Symposium.  In fact, ECU faculty generously provide most of the professional development in the OFE.  For example, faculty who have engaged in the Scholarship of Teaching and Learning are asked to share with colleagues through the ITCS annual Think-In and OFE Sessions, and other activities.  The University provides funding to support a three-week research and statistics series each summer and mentors for the weeklong Teaching with Technology: Developing Your Online or Hybrid Course workshop (a partnership between OFE and ITCS). The majority of programming provided by the Office for Faculty Excellence is provided by ECU faculty and staff, many of them recipients of campus teaching awards.  The Brody School of Medicine Faculty Development Office provides the INSPRE Program, a year-long series for women faculty.

The Office for Faculty Excellence provides professional development sessions (Fall 2011 Workshops Schedule, Spring 2012 Workshops Schedule) for faculty engaging in face-to-face courses, and for faculty engaging in distance education courses via their distance education workshop recordings.  To facilitate faculty participation in meeting the distance education (DE) faculty development requirement, the OFE provides a means for faculty to view an appropriate session recording and submit a reflection to receive credit for the activity. 

The policy requiring distance education training allows academic units to develop their own training programs for distance education faculty.  The College of Business has been a campus leader in distance education faculty development.  The College of Business distance education faculty development program is being used as a model for other units developing their own programs as well as for a university-wide program.  Effective spring 2012, each college has a Blackboard site with the five basic required modules, as approved by the Faculty Senate and the Chancellor (Faculty Senate Resolution #11-86; Faculty Senate and Chancellor approval of Resolution #11-87), to which additional modules/activities can be added. The five Distance Education Modules are Course Management and Design, Effective Distance Education Syllabi, Evaluating Student Progress, Learning Technologies, and Student Engagement 

The Office for Faculty Excellence

The Office for Faculty Excellence is a unit within the Division of Academic Affairs created in 2006-2007 by combining the Faculty Development Office and the Academic Initiatives Office.  OFE’s mission is to provide faculty (including tenured, tenure-track and fixed term) and graduate instructors with resources and services that foster and support their success at the university, particularly related to teaching excellence and peer-reviews of teaching. This office and its resources resulted from Faculty Senate Resolution #93-27, as recommended by the Teaching Effectiveness Committee in 1993.

The OFE is committed to teaching and learning principles and initiatives designed to promote scholarly teaching, recognize and reward outstanding teaching, provide assessment of and growth in teaching and learning, nurture research, and invite peer collaborations and review.  The following subsections summarize the major initiatives of the OFE.

Faculty Development Workshops

The OFE oversees weekly faculty development workshop registration (OFE Faculty Development Registration Workshop Site)during the fall and spring terms on a broad selection of topics from promotion and tenure to teaching and instruction to scholarship and research, monthly workshops for deans, directors and chairs, distance education workshop recordings, a summer term introduction to college teaching workshop, a summer Statistics and Research Workshop Series, a Teaching with Technology Summer Workshop (in partnership with Information Technology and Information Systems) and in general any topic requested by more than one faculty member. Most of the workshops and other activities are digitally recorded and made available to all faculty on a university website.

The following are examples of some of the OFE initiatives:

New Faculty Orientation: The OFE implemented a weeklong New Faculty Orientation prior to the beginning of fall semester in August 2007. An example of the agenda for the Orientation is provided in the link, New Faculty Orientation Agenda (2012-13). A short orientation also is held in January each spring for spring hires.  The website for new faculty orientation has an introduction from the Chancellor as well as a list of helpful links. Effective Fall 2012, as per Faculty Senate Resolution #11-80, the Faculty Manual and faculty hires letters state that faculty are expected to attend New Faculty Orientation.

The New Deans, Chairs, Directors, and Associate Deans Orientation and Development Program: This group meets once a month and provides new and existing administrators with information, a support network and resources that address their administrative responsibilities.  Experienced administrators attend for updates and to assist in the training of new administrators.

Faculty Development Lunchtime Conversations: Faculty development lunchtime workshops are held on a weekly basis during the fall and spring terms.

CASTL (Carnegie Academy for the Scholarship of Teaching and Learning): The CASTL Institutional Leadership Program utilizes a series of CASTL Campus Program Leadership Clusters developing and sustaining the scholarship of teaching and learning.

Teaching Portfolios: Workshops are offered as requested during each academic year on constructing a teaching portfolio where the focus is on articulating a teaching philosophy.

Summer Workshop Series: This program brings internal and external speakers to a forum in which faculty members can address teaching, learning for adults, and research. Seven such programs were offered in 2006–2007 and eight in 2007–2008, with an average attendance of 60. An example of a summer workshops schedule is provided in the link, Summer 2012 Workshops. Participants receive an electronic evaluation within eight hours of completion of the session for which they are registered; they also receive two reminders to complete evaluations. The evaluation responses are reviewed and used in future planning.

Workshop Summary Data 2008-2011




Participants (duplicated)



Recordings Viewed





63 for 165 meetings and 135 hours follow-up




629 (unduplicated) and 59 emerging faculty for total attendance of 1352 (duplicated)


50 consults (stat and instructional). Stat consults resulting in 19 submitted presentations (17 accepted); 6 grants submitted, an 19 papers submitted with 10 accepted




678 (unduplicated) so far with 112 Fixed Term, 187 tenured, 144 tenure-track, 157 EPA nonteaching, 72 emerging faculty (grad students), and 6 unknown


Statistics consultant joined the OFE in mid-December.  She has 19 consults ranging from 1 to 4 hours each 



Mentoring Programs

The Office of Faculty Excellence also coordinates several mentoring programs including the following: 

New Faculty Mentoring
The OFE compiled University Mentoring Program for First Year Faculty documents developed by units in response to Faculty Senate Resolution #93-27.  Mentoring programs are handled within the departments with some far more articulated than others. 

Emerging Faculty Mentoring and Development
Academic units provide instruction to graduate students who will teach with supervision in those programs.  The OFE, with support of the Graduate School, has initiated an EFIG (Emerging Faculty Interest Group) which meets once a month to discussion topics on teaching.   As funds allow, the OFE also offers special “Introduction to College Teaching” sessions for emerging faculty.

Faculty Interest Groups – Group Mentoring. Faculty with area-specific interests can request the OFE to establish a faculty interest group in the area of interest. Faculty register for meetings via the OFE Faculty Development Workshop Registration site.  The following are some of the faculty interest groups created to date: Teaching Online Faculty Interest Group, Faculty Writers Work Group, Qualitative Research Faculty Interest Group, Asian Faculty Interest Group, and the Distant Faculty Interest Group (under development).  Each of these interest groups has a SharePoint site accessible to members of the group (See links to the faculty interest group SharePoint sites on the main Mentoring Programs).

Special Mentoring Programs: Teaching with Technology Summer Workshop and Mentoring Program. A one-week summer program beginning in 2010 that provides 20 faculty members with support in their development of a new online or hybrid course or the revision of a current one. Five faculty mentors work with the participants during the summer and in to the fall as they implement their revisions. 

Assessment of Faculty Development Programs

The Office of Faculty Excellence assesses its sessions and workshops continually.  Workshop participants complete evaluation surveys (OFE Workshop Registration), the results of which are used to improve the next workshops.  Additionally, the OFE undergoes periodic external review in order to improve its offerings (Development Workshop Assessment 09-10, Development Workshop Assessment 10-11).

Faculty Development Programs in the Division of Research and Graduate Studies

The Division of Research and Graduate Studies (RGS) offers faculty development programs (Research and Graduate Studies Faculty Research Development Services) related to research and grant proposal writing.  Specific programs offered include the Science at Starlight Seminar Series, the Research Development Award Program, discipline specific workshops, and assistance for faculty to visit program sponsors (such as the National Science Foundation and the National Institutes of Health).  RGS also offers services to review grant proposals by providing reviewers via an internal reader service and an external reviewer service.  These programs allow faculty to enhance their proposals before submission so they will be more competitive for funding. 

In summary, East Carolina University provides ongoing professional development of faculty as teachers, scholars, and practitioners.



Reference Title


Brody School of Medicine Faculty Development Office

Brody Office of Development

Campus Program Leadership Clusters

3.7.3 CASTL Leadership Clusters

CASTL Institutional Leadership Program

3.7.3 CASTL

Categories of Development Activities

Categories of Development Activities

College of Business Distance Education Faculty Development Program

3.7.3 College of Business DE CEU Policy

College STAR

College STAR

Development Workshop Assessment May-2009 – April 2010

Development Workshop Assessment May09 to April10

Development Workshop Assessment May 2010 – April 2011

Development Workshop Assessment May10 to April11

Discipline Specific Workshops

3.7.3 Discipline Specific Workshops

Distance Education Module: Course Management and Design

Course Management

Distance Education Module: Effective Distance Education Syllabi

Effective DE Syllabi

Distance Education Module: Evaluating Student Progress

Evaluating Student Progress

Distance Education Module: Learning Technologies

Learning Technologies

Distance Education Modules: Student Engagement

Student Engagement

Distance Education Workshop Recordings

Distance Education Workshop Recordings

External Reviewer Service

3.7.3 External Reviewer Service for Grant Proposals

Faculty Development Workshop – Introduction to College Teaching

3.7.3 Introduction to College Teaching

Faculty Hires Letters

New Hire Letter w_orientation language

Faculty Manual Part VI, Section III

Faculty Manual part6

Faculty Senate and Chancellor Approval of Resolution #11-87


Faculty Senate Resolution #11-80

Faculty Senate 11-80

Faculty Senate Resolution #11-86

DE Modules resolution

Faculty Senate Resolution #93-27

3.7.3 Faculty Senate Resolution 93-27

Fall 2011 Workshops Schedule

OFE Workshops Fall 2011

Information Technology and Computing Services and Human Resources

ECU Training

INSPRE Program


Internal Reader Service

3.7.3 Internal Reader Service for Grant Proposals

Listing of Programs - Spring 2012 Workshops by Strand

OFE Workshops Spring 2012

Mentoring Programs

3.7.3 OFE Mentoring Programs

New Deans, Chairs, Directors, and Personnel/Promotion Committee Chairs Orientation and Development Program


New Faculty Orientation

New Faculty Orientation

New Faculty Orientation Agenda (2012-13)

NFO 2012 Prog 8 12 12

Office for Faculty Excellence

Office for Faculty Excellence

OFE Faculty Development Registration Workshop Site

3.7.3 OFE Workshop Registration

OFE Workshop Registration

3.7.3 Sample of OFE Course Participant Survey

Professional Development Seminars

EDC - Professional Development Seminars

Records of their Participation

CustomPages - AttendanceHistory

Research Development Award Program

3.7.3 Research Development Award Program

Research and Graduate Studies Faculty Research Development Services

3.7.3 Research Faculty Development

Scholar-Teacher Awards and Symposium

2012 Scholar-Teacher Reminder and Times

Science at Starlight Seminar Series

3.7.3 Science at Starlight

Summer 2012 Workshops

OFE Summer 2012 Workshops

Teaching and Learning With Technology Conference

Teaching and Learning with Technology Conference

Teaching with Technology Summer Workshop

7 28 12 TWT Schedule