The Value of a Faculty Framework

Last issue, I introduced the general outline of a new framework for training, developing, and evaluating faculty. At our AGS Faculty meeting held recently on January 31, we presented this to the faculty in attendance and had some very rich discussion.

4CQ-model-12We presented the visual model shown here and briefly explained each area.

Along with a host of other great features and information, we’ve added a whole section here on the Connect:ED faculty site just for the 4CQ model. As we go, we’ll continue to add important and useful resources to this section.

NOTE: To those of you who have already seen this model and interacted with it some, we have made a major revision to it based on feedback from the January AGS meeting. The new version, which is shown here, has been streamlined from 16 characteristics down to 12, making the model much easier to use without being any less effective.

Take some time and look through the materials we’ve posted here at the 4CQ Model. Feel free to jump over and take a look at the tools we’ve put in this section of the site. Click the link to make the leap. You can also access this section via the menu at the top of the Connect:ED blog site.

I want to ask you to reflect on the questions similar to what we asked each table to discuss at the winter faculty meeting. These questions really help us better understand why such a framework is valuable. Those questions are:

  • Why are these 4 Qualities important for an AGS instructor to possess and demonstrate?
  • Which of the  4 Qualities do you feel you struggle the most with as an AGS Adjunct?
  • In which of the 12 characteristics do you think you are really strong? Which ones do you see you could improve on?
  • Which of the 4 Qualities or 12 Characteristics do you feel you or other faculty need more support or recognition from AGS or the institution?
  • What is one insight from this model that you could takeaway and immediately apply to improve your quality as an adjunct faculty member?
  • What important characteristics, behaviors, or attitudes are missing from this quadrant of the 4C Model?

Want to go the extra mile? I’d love if some of you were willing to think through these questions and then send me your reflections via email at

Over the next several issues, we will highlight different ones of the 16 characteristics. We will share from the material we are now using in our Faculty Online Learning Training course. It will also be included in the Advanced Online Teacher training that is going to be developed later this year.

Also, just as a reminder: I am regularly putting some good stuff out on Twitter as a handy, fast way to share ideas and resources. You can follow me @bryeasley. I am using #OKWUonline to flag related posts, so if you are using Twitter, just do a hashtag search for #OKWUonline and you’ll have a good library of resources and ideas. Of course, you can also then contribute to that dialogue in the Twitterverse by posting a helpful link or a good idea. Just add the hashtag and it will join the stream!

Bryan Easley Signature


Dr. Easley

Q&A with Karen Carlson


Q.    What do you do here OKWU?

A.      My job is working with faculty to make sure they have the material they need to teach their courses.  This includes syllabi and the most up-to-date edition of any text.  When new editions are published, then it is time to nag some poor unsuspecting dean to schedule a curriculum update.  I also send reminders out to faculty about a month before their classes to double check that they have what they need.  Every Monday I compile and send out a weekly schedule of on ground classes to Security and Buildings and Grounds and send a schedule of all on ground classes at all sites to other staff members.  I make sure someone checks classrooms here on campus every evening that we have classes and get laptops set up, if necessary.  I put faculty into Power Campus as they are assigned.  I am available for any other project for which Trish might need assistance.


Q.    What do you like most about working at OKWU?

A.    Most definitely the people. I really love seeing adults realize a dream of getting an education.


Q.    How did you end up here?

A.    After many years of volunteer work, I decided when my youngest son was old enough to drive, that I wanted to go back to work.  I graduated from the adult ed program in 1994 and found that I really missed the campus.  When the job here came open, I was thrilled, and came to work in 1996.  [My sister] Rene’ was working in the education division on campus at that time so it was nice to work at the same place then and now.


Q.   Where did you originally call home?

A.    I was born in Memphis but grew up in Oklahoma


Q.    Where did you go to school and what did you study there?

A.    I went to OU after high school but left in the middle of my junior year due to illness.  I was in secondary education to be an English teacher with minors in journalism and history.  When I was well enough, I took some courses at TU and later at Rogers here in Bartlesville just to make sure my brain still worked.  Then I got up the courage to enroll at what was then Bartlesville Wesleyan.


Q.    What is your family like?

A.    I was married to Alan for 42 years before his death in 2013.  We have two sons, Eric (38) and Kevin (35).


Q.    What hobbies, activities, or topics do you most like spending time on?

A.    I love reading and probably spend most of my time away from work doing that.  I like mysteries, biographies, and historical novels.  As a family, we enjoy going to the family ranch at Ramona or the farm at Alva and just being outside together.  Even the yard work is fun when we are all together.


Q.    What is one interesting fact that many people might not know about you?

A. I don’t know how interesting it is but I have sort of a varied work history.  I have been a dental assistant, a physician’s assistant in internal medicine, then neurology and finally orthopedics.  I was an EEG technician for a while (fascinating) and learned to do some x-rays.  I was a proof reader at a newspaper before I came to work at OKWU.  I sometimes assisted my husband in his law practice by answering interrogatories, creating settlement brochures, and helping review medical records.


Q.    What is the most interesting country you have visited or would like to visit? Why?

A.   Bahamas.  It was so gorgeous.


Q.    Is there anything else you would like people to know?

A.    Since July 9, 1996, I have seen over 100 people come and go from this office.  When I came to work I was the only clerical person in this building plus I was the janitor.  My job included providing all faculty and student materials, purchasing books from the publishers and then repacking and shipping them or delivering them, sending out grades, payroll, sweeping, etc.  My boss was also the athletic director so I did basketball stats and we published a little booklet every season.  Things have changed.  There were about 80 students and it was really a lot of fun.


You Are the Face of OKWU

Totidem Verbis

In each issue of Connect:ED, I will share “with just so many words” from my desk and my bookshelf, from my experience and my heart. Often, I will include questions throughout my words to give you the opportunity to respond or apply “with just so many words” also.

The emails and phone calls I have received so far this year have reminded me of the vital role each of you plays to walk out our mission. You – AGS adjuncts – are the face of the university not only in our evening classrooms where you may physically reach out to touch a student as you encourage or pray but also online where your hands move to type an encouraging word as your mouth utters the prayer.

We live in challenging times and our students are not exempt from those challenges. For example, consider the following excerpt from a faculty member’s email to me this week:

The students and I had a special time of prayer and grief support last night for F (whose husband had died) and for other students in [the cohort] as well.  T’s husband was diagnosed with MS last week. She missed class last night to attend a training session to give him injections at home.  M’s husband was diagnosed with an abdominal mass last week and will need further testing to determine what it is. L had requested prayer in previous classes for her son. Students and their families have also been hit with the flu bug.

A snapshot from just one cohort, yes, but this is not out of the ordinary. Adult students face some of life’s toughest challenges as spouses, parents, employees/employers, children, friends, citizens, and students. So many hats to wear! So many responsibilities to juggle!

With the specific scenario above from an evening cohort, think about the following questions:   Were those students ready to discuss concepts from their nursing course when they came to class this past week? Were they ready to present or to take notes? No – they needed a time of transition from the demands of their day, a time of ministry to be encouraged from God’s Word and to pray for one another. The faculty in place was sensitive to this need and followed God’s leading to help the students through prayer and support.

You are the face of the university; you represent our mission and pillars week after week, lesson after lesson to our students. As the FACE of Oklahoma Wesleyan University, consider the following acronym:

F – Fresh – Come to each session prepared with a fresh perspective on faith and to the content of your course: a fresh word from your walk with God and a fresh look at reaching the academic objectives. In a nutshell, fresh faith and fresh facts.

Fresh faith: What has God been sharing with you that you can share with your students? As you lead the devotion in class or post in the spiritual life discussion online, is it a fresh word from God’s living word?

As you dive into the textbook and requirements, have you reviewed the concepts and prepared the lesson to give a fresh look at the information? Is the information current?


A – Atmosphere – Your preparation in prayer and in study will contribute to a rich, meaningful atmosphere in the classroom that encourages student engagement. Your students do not care about how much you know unless they know how much you care.

Merriam-Webster (2015) defines atmosphere as “a surrounding influence or environment.” Your attitude and approach to each session will infuse the atmosphere you create and impact your influence.

How would students describe the atmosphere in one of your courses? Is the atmosphere conducive to a lasting influence on students?

C – Connection – Your fresh approach and the enriched atmosphere in your classroom will invite the students to connect with you. The connection may be content-related or life-related. It may be a text after your course with a question or a thank you; it may be during class with a prayer request.

More than once I have seen the impact of faculty making a connection with a student when the latter intentionally chooses an emphasis because of his/her experience in the core MBA course, (Corporate Financial Management, HR Leadership, or Strategic Marketing Management).

Review your teaching experience. What evidence do you have that you are connecting with the students?

E – Empowerment – Your teaching, sharing, guiding, and mentoring empowers the students to make new connections, to set new goals, and to pursue new paths. Empowerment may come in the area of faith, of understanding, or of critical thinking.

At our recent Adjunct Faculty Meeting (1/31/15), I was reminded that empowering others is the very essence of our opportunity to teach. During the meeting, Bill Hurd, former AGS Master Faculty, commented to me that there were at least 10 current adjuncts in attendance whom he had taught and/or mentored. His former students are now teaching; his former mentees are now mentoring. Empowerment is the power to reproduce oneself.

For your final reflection here: In what ways does your teaching empower students?

You are the face of Oklahoma Wesleyan University. With fresh faith and facts, determine to create an atmosphere that invites students to connect with Christ and with you. Each connection is an opportunity to empower a student to stretch and to grow, maybe even to be the first one to graduate from university in their family. Thank you for representing us with integrity and passion.



Atmosphere. (2015). In Merriam-Webster dictionary. Retrieved from

Totidem verbis. (2015). In Retrieved from