Organizational and Professional Development
Professional Development Tracks
To ensure that employees understand federal, state, and college policies to which they are held accountable, Tyler Junior College has designed risk management training (some mandatory) for employees of the College. TJC welcomes many students, employees, and visitors to campus every day and seeks to maintain an inviting, safe, and secure environment for those on campus and for those who are engaged in TJC-sponsored activities. Risk Management training is designed to maintain the College’s strong reputation for and deep commitment to doing things right – right by our students, external regulatory bodies, and our own internal standards. Adherence to external and internal regulations and policies assures a safe, productive workplace and learning environment.
The reputation and success of Tyler Junior College relies on a high level of personal and professional commitment from its employees. Professional commitment training topics are diverse and are designed to meet a wide range of needs across the disciplines. In a general sense these activities acquaint employees with College requirements, policies, and processes that relate to their positions, improve communication among staff and across disciplines and departments, broaden the staff member's awareness of institutional initiatives, provide opportunities and resources for professional growth beyond the employees’ current position, offer on-going encouragement, facilitate collegiality, and assure the success and self-sufficiency of each employee.
Ludy Benjamin, Ph. D., Presidential Professor of Teaching Excellence at Texas A&M said "If you teach, learn to do it well; if you do it well, learn to do it better." Regardless of the position held or what is in our job description, it is imperative that we continue to grow and develop throughout our careers. Things seem to change at warp speed these days – new discoveries in medicine, new tools for technology, and new sets of values, priorities and expectations embraced by each successive generation of students; we have to be prepared to meet the needs of the ever-changing community. If we desire our students to embrace excellence, seek continual improvement, and become life-long learners, why would we expect anything less of ourselves?
America faces a new dilemma in the 21st century - it must prepare itself for a new world, one that is more global and connected than ever before. The implications are huge - American educators must transform their way of thinking and their way of teaching to empower students for success in a "flattened" world (Thomas Friedman). Our courses must be embedded with technology and we must be willing to explore how technology will enhance instruction. Educators must have access to and actively work toward integrating the vast store of digital content available. We can no longer ignore the fact that the majority of our students have never known a time without internet, iPods, e-readers, or cell phones. Chances are, we are preparing our students for jobs that currently do not even exist. As committed educators "we must [look for ways to] train our students for their futures, not our past!" (Daniel Pink).
Scholarship & Praxis
In an educational community we must encourage intellectual stimulation. We must recognize that we are a part of a learning institution and cultivate a culture of scholarship. "Collegial interactions foster reflection and dialogue,” and thereby "create a culture in which people willingly learn with, learn from, and teach their colleagues" (Thomas Hoerr). Research indicates that one out of every three educators will leave the profession within their first three years. Continued growth in both the art and the science of teaching and learning will empower them to embrace education as a life-long career.
Workshops are offered based on user interest and best practices for both instruction and general productivity enhancement. Small group book studies, round-table discussions of current issues and events, and the critical discourse of scholarly (and not so scholarly) articles and research. These sessions will focus on issues and topics in higher education and will vary each semester.