Faculty Development Leave Sample Clauses

Faculty Development Leave. 1. Leave with full pay may be allowed, at the discretion of the GHC President or the appropriate administrator, to enable faculty to make visitations to observe methods, approaches, and techniques for the purposes of coordinating programs and improving instruction and /or service to students. GHC may pay the expenses incurred by such visitations to the extent authorized by law and other applicable regulations.
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Faculty Development Leave. The master contract applies.
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Faculty Development Leave. (a) The Administration and the Faculty recognize the importance of the professional development of the faculty to the growth of the University. Accordingly, the Administration agrees that a tenured faculty member at the Brooklyn Campus shall be eligible for a faculty development leave for either one (1) semester or two (2) semesters.
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Faculty Development Leave. On the recommendation of the College President, the Board of Trustees may grant faculty development leaves of variable duration. The number of leaves granted and the amount of remuneration will be determined by the Board. At no time will an instructor on such a leave be expected to earn less than what he/she would be earning on his/her base contractual salary. Proposals for leaves must be submitted in writing to the xxxx on the prescribed form. Proposals may be initiated by the faculty member or may be recommended by the xxxx. There must be a reasonable expectation that the college will derive substantial benefit from the leave. Upon completion of the leave the faculty member will submit a comprehensive report to the xxxx and the appropriate reporting Vice President, documenting that he/she has fulfilled the purposes for which the leave was granted.
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Related to Faculty Development Leave

  • Faculty Development Faculty who develop and/or teach Distance Education courses shall be provided with reasonable technical support and opportunities for Faculty development, consistent with the needs of the Faculty and availability of Board resources and services for that purpose. In the event that a Faculty member develops and/or teaches a Distance Education course for the first time, the Faculty member shall receive reasonable and appropriate professional development and technical support assistance, consistent with the needs of the Faculty and availability of Board resources and services for that purpose. In instances of succeeding assignments to teach Distance Education courses, the Faculty member is expected to demonstrate a level of technical competence sufficient to teach the course. Ongoing technical support assistance may be available to Faculty who teach succeeding offerings of the same course.

  • Community Development 1. Support the mission of Residence Life & Housing in building a strong community on all levels.

  • TRAINING AND EMPLOYEE DEVELOPMENT 9.1 The Employer and the Union recognize the value and benefit of education and training designed to enhance an employee’s ability to perform their job duties. Training and employee development opportunities will be provided to employees in accordance with college/district policies and available resources.

  • Policy Development 2.2.1 LIDDA shall develop and implement policies to address the needs of the LSA in accordance with state and federal laws. The policies shall include consideration of public input, best value, and individual care issues.

  • Training and Professional Development C. Maintain written program procedures covering these six (6) core activities. All procedures shall be consistent with the requirements of this Contract.

  • Workforce Development MPC’s technical training program is having a major impact in the region. Online modules, short courses, webinars, and on site/videoconferencing events are reaching state and local transportation department employees and tribal transportation planners. By harnessing the capabilities of the four LTAP centers located at the MPC universities and the multimedia capabilities of the Transportation Learning Network (which was founded and is partly funded by MPC) more than 30 technical training events were offered in the first half of 2105. These training modules and short courses are critical to transportation agencies that need to improve or renew the skills of engineering technicians and other frontline workers. Many MPC courses or training events result in the certification of workers. Even when certification is not required, TLN’s online learning management systems allow employees and employers to set learning goals and monitor progress towards these goals. MPC is making another major impact in workforce development. Altogether, 102 graduate students are working on MPC research projects under the tutelage of faculty researchers. These graduate students represent the researchers and technical analysts of tomorrow. Without the MPC program and the stipend funds that it provides, these students may not be specializing in transportation; but, instead would be seeking career opportunities in other fields. The MPC research program allows faculty to mentor graduate students while allowing the students to work on projects for federal and state transportation agencies—thereby, gaining valuable practical experience.

  • Professional Development Plan Professional Development Plan (PDP) refers to plans developed by faculty members addressing the criteria contained in Article 22 and Appendix G.

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