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EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams

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What is the Best What is the Best Model for Model for Producing a Producing a Technology Technology Transformed Transformed Faculty? Faculty? Danny Adams, Norfolk State Danny Adams, Norfolk State UniversityUniversity

Jim Mazoué, James Madison Jim Mazoué, James Madison UniversityUniversity

Darlene Williams, Northwestern Darlene Williams, Northwestern State UniversityState University


Trends in Current Issues, Trends in Current Issues, Y2K - 2005Y2K - 2005

Faculty Development, Support, & Faculty Development, Support, & TrainingTraining

Potential to Become More Significant # 6Potential to Become More Significant # 6

Need to Resolve for the Institution’s Need to Resolve for the Institution’s Strategic Success # 7Strategic Success # 7

(Maltz L., DeBlois P. B., & the EDUCAUSE (Maltz L., DeBlois P. B., & the EDUCAUSE

Current Issues Committee, 2005)Current Issues Committee, 2005)


Faculty DevelopmentFaculty Development

HowHow to conduct faculty development to conduct faculty development programs:programs: Procedural & operational detailsProcedural & operational details

WhatWhat is the rationale for faculty is the rationale for faculty development programs?development programs? Improve the quality of teaching & Improve the quality of teaching &

learninglearning Assist researchAssist research


Educational TechnologiesEducational Technologies

Paper & penPaper & pen Printed textPrinted text The chairThe chair ChalkboardChalkboard Overhead projectorsOverhead projectors TV & videoTV & video Computers Computers Learning Management SystemsLearning Management Systems Collaboration Tools & Rich MediaCollaboration Tools & Rich Media Software AgentsSoftware Agents


AssumptionsAssumptions

Using technology for teaching & Using technology for teaching & learning is generally good.learning is generally good.

Specialized preparation is needed for Specialized preparation is needed for faculty to use technology effectively in faculty to use technology effectively in their teaching and research.their teaching and research.

Faculty development in the use of Faculty development in the use of technology should focus on improving technology should focus on improving teaching, learning, and research.teaching, learning, and research.



What is Faculty Development and What is Faculty Development and why is it needed? why is it needed? ResourcesResources Skills Skills CompetenciesCompetencies Innovation Innovation ResearchResearch Collaboration Collaboration


Intersecting Roles at the Intersecting Roles at the Teaching-Technology NexusTeaching-Technology Nexus Staff RolesStaff Roles

Technology Technology TrainingTraining

Course DesignCourse Design Instructional Instructional

MethodsMethods Production & Production &

Service SupportService Support Digital Resources Digital Resources

ManagementManagement

Faculty RolesFaculty Roles Content Content

DeveloperDeveloper Course Designer Course Designer TeacherTeacher MentorMentor Researcher/Researcher/

ScholarScholar


Faculty Development Faculty Development ModelsModels

Content DeveloperContent Developer Course DesignerCourse Designer Facilitator (UoP)Facilitator (UoP) Tech Savvy TeacherTech Savvy Teacher Nuts & Bolts UserNuts & Bolts User Instructional Technology InnovatorInstructional Technology Innovator MentorMentor ScholarScholar


QuestionsQuestions

What is a faculty development model, What is a faculty development model, and why is it needed? and why is it needed?

What is the goal of faculty development?What is the goal of faculty development? Are some faculty development models Are some faculty development models

preferable to others? preferable to others? Are some models counter-productive?Are some models counter-productive? What are the characteristics of What are the characteristics of

successful faculty development successful faculty development initiatives? initiatives?


QuestionsQuestions

How much technology do faculty How much technology do faculty need to know? What skills are need to know? What skills are important? important?

Can, or should, technology & Can, or should, technology & teaching skills be unbundled?teaching skills be unbundled?

What role should faculty have in What role should faculty have in creating the learning environment in creating the learning environment in which they teach?which they teach?

One PerspectiveOne Perspective

Faculty DevelopmentFaculty Developmentat at

Northwestern State Northwestern State UniversityUniversity


In the Beginning…In the Beginning…

Limited staff resourcesLimited staff resources Staff included “1” personStaff included “1” person

Limited technology resourcesLimited technology resources One size fits all approachOne size fits all approach Limited supportLimited support Faculty responsible for content Faculty responsible for content

developmentdevelopment


Institutional commitmentInstitutional commitment Provide a purposeProvide a purpose Provide a variety of opportunitiesProvide a variety of opportunities

Large and small groupsLarge and small groups IndividualizedIndividualized Multiple delivery methodsMultiple delivery methods

Structure faculty development with Structure faculty development with qualified staffqualified staff

Identify a measurable outcome and Identify a measurable outcome and deliverabledeliverable

Provide ongoing supportProvide ongoing support Provide recognition or reward for facultyProvide recognition or reward for faculty

Guidelines for Professional Guidelines for Professional DevelopmentDevelopment



VoluntaryVoluntary Multiple applications offered at various Multiple applications offered at various

levelslevels Overview of technology applicationsOverview of technology applications Limited but ongoing support providedLimited but ongoing support provided Multiple delivery methodsMultiple delivery methods

face to faceface to face onlineonline compressed videocompressed video

Recognition, praiseRecognition, praise


Faculty DevelopmentFaculty Development Voluntary but requires commitmentVoluntary but requires commitment Three levelsThree levels In depth coverage of technology In depth coverage of technology

applicationsapplications Opportunities to demonstrate proficiencyOpportunities to demonstrate proficiency Continuous support for faculty to include Continuous support for faculty to include

mentorsmentors Deliverables required for each levelDeliverables required for each level Rewards, recognition, praiseRewards, recognition, praise


Lessons LearnedLessons Learned Faculty development is fruitless without adequate Faculty development is fruitless without adequate

faculty supportfaculty support Funding must be provided to maintain a Funding must be provided to maintain a

“qualified” staff“qualified” staff Faculty needs must be met Faculty needs must be met

TimeTime ResourcesResources

Use “Peer groups” and mentors when possibleUse “Peer groups” and mentors when possible DepartmentalDepartmental InterdisciplinaryInterdisciplinary

Realize that course development, revision, and Realize that course development, revision, and maintenance is time consuming – and ongoingmaintenance is time consuming – and ongoing

““Pod” PerspectivePod” Perspective

Faculty DevelopmentFaculty Developmentat at

Norfolk State UniversityNorfolk State University


GrowingGrowing faculty development in a faculty development in a small potsmall pot

Faculty as Faculty as practitioner-scholarspractitioner-scholars because the pot has . . . because the pot has . . .

limited resources limited resources self-generated irrigation system that self-generated irrigation system that

sustains utilization of limited sustains utilization of limited resources resources i.e., provides incentives for faculty to i.e., provides incentives for faculty to

function as function as practitioner-scholarspractitioner-scholars

““Reap what you sow”Reap what you sow”


Impact of faculty Impact of faculty development . . . development . . .

(institution and individual gain) (institution and individual gain)

ResourcesResources SkillsSkills CompetenciesCompetencies InnovationInnovation Research Research CollaborationCollaboration


Faculty assignments create Faculty assignments create pods . . . pods . . .

somewhat the same, but different!somewhat the same, but different!Factors that influence Factors that influence

differences in approach differences in approach . . .. . .

discipline specific discipline specific contentcontent

skill-level of facultyskill-level of faculty internal resources internal resources

(funding capacities)(funding capacities) poignancy of poignancy of

external demands external demands (marketplace)(marketplace)


Environmental conditions . . .Environmental conditions . . .differ across academic unitsdiffer across academic units

FundingFunding EnrollmentsEnrollments Curriculum changes /new and old programsCurriculum changes /new and old programs Personnel changesPersonnel changes Technology expectations (faculty and Technology expectations (faculty and

students)students) Departmental strengthsDepartmental strengths Faculty evaluation processFaculty evaluation process Faculty incentivesFaculty incentives Time constraintsTime constraints


Differences, of course . . . Differences, of course . . . but how to manage them?but how to manage them?

Create a basis for Create a basis for comparisoncomparison

Standards of Quality Standards of Quality Policies and Policies and

ProceduresProcedures

Create Create collaborative collaborative groupsgroups

Key faculty from each Key faculty from each departmentdepartment

highly motivatedhighly motivated early adoptersearly adopters administrative “pull”administrative “pull”


What brings differences together? What brings differences together?

Support division-Support division-specific initiativesspecific initiatives(e.g., National Science (e.g., National Science Foundation project)Foundation project)


What brings differences together? What brings differences together?

(cont’d)(cont’d)

Link with Link with training events training events sponsored by sponsored by other university other university units/divisionsunits/divisions

(e.g., SOLA-TEC, (e.g., SOLA-TEC, instructional technology instructional technology in the School of Liberal in the School of Liberal Arts)Arts)

Dear Colleagues, I’d like to invite you to the following web design workshop. DEVELOPING AND POSTING YOUR OWN EDUCATIONAL WEBSITE June 8, 2005 | Madison Hall 121 | Session 1: 9:30 to 12:00 | Session 2: 1:00 to 3:30 During this one-day workshop, faculty members will learn to: 1) Take Documents from Microsoft Word and prepare them for the internet 2) Use a free, readily available web design tool for webpage construction 3) Use a free, readily available software program to edit pictures for the web 4) Post their materials on the School of Liberal Arts server At the end of this workshop, each participating faculty member will have his or her own educational website available on the internet. Faculty members should bring the following materials to the workshop: 1) Desired syllabi in Microsoft Word 2) Resume or c.v. in Microsoft Word (if desired) 3) Pictures, maps, images, etc. These materials may be saved on a cd, floppy disk, or flash drive. To save your seat at the workshop, please email Marlene Green at [email protected]. All reservations should be made by June 6, 2005.


How different is different?How different is different? Are multiple activities sponsored Are multiple activities sponsored

by the same funding sources by the same funding sources (e.g., (e.g.,

Title III)Title III)? ?

If so, make the case for:If so, make the case for: collaborative effortscollaborative efforts resource efficientresource efficient larger buy-inlarger buy-in more comprehensive scopemore comprehensive scope better able to deliver variable, yet better able to deliver variable, yet

unified training (multi-pronged)unified training (multi-pronged)

Execution: Who and How?Execution: Who and How?

eeLearning Learning TTeam and eam and CCompanyompany ((eeTC.TC.))

Translation: Translation:


Execution: Who and How? Execution: Who and How? (cont’d)(cont’d)eeTC.TC.

eeLearning Learning TTeam and eam and CCompanyompany The core planning groupThe core planning group (20 targeted participants)(20 targeted participants)

e-Quality Team e-Quality Team quality assessment of online courses (begin quality assessment of online courses (begin

with web-courses, initially 6 participants)with web-courses, initially 6 participants)

TA/Resource Team TA/Resource Team select Teaching Assistants and monitor select Teaching Assistants and monitor

resource utilization (4 participants)resource utilization (4 participants)


Execution: Who and How? Execution: Who and How? (cont’d)(cont’d)

eeTC.TC. e-Instruction Team e-Instruction Team

Assist in developing process and Assist in developing process and course design prototype for online course design prototype for online instruction (inclusive of ADA instruction (inclusive of ADA compliance elements)compliance elements)


Practitioner and -Scholar Practitioner and -Scholar Model: Model:

““Yeas and Nays”Yeas and Nays” Formation of numerous liaisons essentialFormation of numerous liaisons essential Fewer resources Fewer resources Limited number of projects at any one Limited number of projects at any one

timetime Long-term projects usually means Long-term projects usually means

longer-termlonger-term for completion for completion Short-term projects usually mean Short-term projects usually mean

replicationreplication in order to have effect in order to have effect system-widesystem-wide


Thank you!Thank you!

Danny AdamsDirector of eLearning Norfolk State UniversityLBB Library, Ste. [email protected]

educause southeast regional 2005 copyright 2005, danny adams, jim mazoué, darlene williams...

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