enhancing faculty capacity presentation april 2016- final revised 3.31.16- wasc arc 2016
TRANSCRIPT
ENHANCING FACULTY CAPACITY TO PROMOTE STUDENT SUCCESS
Tony Farrell, PhD
Carmen “Lizy” Lamboy-Naughton, EdD
Denise Maxwell, EdD
OUTCOMES
After participating in this session, participants will be able to:
Identify the elements of Ashford University’s faculty engagement culture
Share onboarding, faculty development and engagement in curriculum development and assessment of learning
Discuss elements presented and possible applicability at their institution
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AGENDAConceptual Framework
Serving a Diverse Faculty Community
Faculty Development and Review
Faculty Mentoring
Collaboration
Developing Common Standards
Professional Development & Scholarship
Summary
Q & A
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FACULTY ENGAGEMENT MODEL
4
On-Boarding & NFE
Mentoring
SUPPORTING A DIVERSE FACULTY COMMUNITY
5
New Faculty Experience
NFE
Onboarding: Welcome; 1st
& 2nd Course Support
Introduction to Support Team and Resources
IQR and One-on-One
Conference
Professional Development
Ongoing Opportunities for Virtual and Face-to-Face Engagement
NEW FACULTY EXPERIENCEThe New Faculty Experience (NFE) is an orientation for our faculty. NFE is designed to provide faculty with the information necessary to run a productive and effective learning environment in the online setting.
3 week orientation, includes a training course where engagement with a facilitator and other new faculty members occur. New faculty also complete tasks in a simulated course.
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Onboarding Experience
Welcome to the College: FTF• Welcome Letter• Onboarding Packet• New Faculty Experience• Ashford Remote Faculty Training• College Orientation Webinars• Faculty Responsibilities• Boyer Goal Setting Webinars• 1st & 2nd Course Support
Image from Solutions IQ. (2013). Collaboration, not compromise, not control. Retrieved November 4, 2013, from http://www.solutionsiq.com/resources/agileiq-blog/bid/91922/Collaboration-not-Compromise-or-Control
• Faculty Support and Development Associate (FSDA) Support
• Full Time Faculty support
• Provide support for additional resources
• FSDA Support
• Resources for Best Practices
• College Specific Faculty Forums
• IQR / Instructional Support
• Faculty Resource Center
• Peer Review Resource Center
• Center Excellence Teaching Learning (CETL)
• Ashford Teaching and Learning Conference
• Guide Faculty through their first and second course
• Monitor Ashford course requirements are met
• Coach and support faculty
• Ashford Course Requirements
• Announcement
• Faculty Profile
• Faculty Expectations
• Guidance
• Instructor Discussions
• Peer Discussions
• Grading New Faculty Experience
3 Week Course
FSDA Support
First Course5/6 Weeks
FSDA Support & Full Time
Faculty Support
Second Course5/6 Weeks
AshfordFull Time Faculty Support
Ongoing Ashford
Instructional/Faculty
Development
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FACULTY SUPPORT
ResearchFULL TIME FACULTY
Curriculum Development
Full-time faculty and
college leadership
Center for Excellence in Teaching &
Learning
ResearchASSOCIATE
FACULTY
Standardized Curriculum
Full-time faculty and
college leadership
Center for Excellence in Teaching &
Learning
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WHAT IS THE FACULTY SUPPORT AND DEVELOPMENT ROLE?
Provide faculty with technical and policy-
related assistance
Observe instructor activities in the
online classrooms
Coach faculty on instructional best
practices
Report on observations and
coaching outcomes
FSDA Role
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INSTRUCTIONAL QUALITY REVIEWIQR
Ashford University’s Instructional Quality Review (IQR) process provides a support structure to foster continuous improvement of Faculty through means of self-reflection, targeted feedback from peers, data-driven professional development, highlighting and recognizing best practices while engaging the faculty member in goal setting and action planning.
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FIVE KEY CRITERIA: IQR RUBRIC
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IQR Rubric
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2015 University-Wide Instructional Quality Review Results Categories Assessed2016 Goals represent a 0.1 increase over 2015
INSTRUCTIONAL QUALITY REVIEW SCORE
1. Fostering critical thinking 4. Establishing positive relationships
2. Providing instructive feedback 5. Sharing instructor expertise
3. Demonstrating high expectations
2.94 2.932.70
2.97 3.05 2.99
1.00
2.00
3.00
4.00
Overall Fostering CriticalThinking
Providing InstructiveFeedback
Demonstrating HighExpectations
Establishing PositiveRelationships
Sharing InstructorExpertise
2.862015Goal
2.822015Goal 2.64
2015Goal
2.872015Goal
3.002015Goal
2.972015Goal
2.962016Goal
2.932016Goal
2.762016Goal
2.972016Goal
3.052016Goal
3.012016Goal
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FACULTY
COLLABORATION
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Collaboration
• At all levels• Fostered by Faculty Structure and Leadership (e.g.
Program Chairs, Course Leads)• Critical in program review, professional
development, scholarship, mentoring, instructional review, academic committees, governance, and student learning communities
University
College
Department
Program
Course
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Faculty Community
CollaborationProfessional
Development
Governance Scholarship
Support
FACULTY GOVERNANCE MODEL
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FACULTY GOVERNANCE & OVERSIGHT
STUDENT LEARNING
CURRICULUM
INSTRUCTION
ASSESSMENT & IMPROVEMENT
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DEVELOPING
COMMON
STANDARDS
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DEVELOPING COMMON FACULTY STANDARDS
Course Health Dashboard
Instructor Quality Review (IQR)
Faculty Support and Development Associates
End of Course Surveys (Faculty assessment portion only)
Faculty Mentoring
Results
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COURSE HEALTH DASHBOARD
Final Scores to be reviewed include:
Quality of Faculty Score
Instructor Quality Review (Peer Review)
Faculty Support and Development Associate Score
End of Course Survey (Faculty Assessment portion only)
Student Success Score
Grades
End of Course Survey (Course Assessment portion only)
Course Completion
Course to Course Progression
Learning Outcomes
Course Failure Rate
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COURSE HEALTH DASHBOARD –QUALITY OF FACULTY FINAL SCORE
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COURSE REQUIREMENTS
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2015 FSDA SCORE
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2015 Goal was to maintain score at 2.8 or above while 2016 will have a goal to maintain a 2.9 and above
2.94 2.99 2.96 2.98 2.97 2.89 2.97 2.93
1.00
2.00
3.00
4.00
2015 data exclude courses taught by 25% highest performing faculty
2015 Goal 2.82016 Goal 2.9
EFFECTIVE FACULTY MENTORING
During Faculty Mentoring, a full time faculty member mentors a low-performing instructor for the duration of a course.
Average improvement score pre-post mentoring is 25%, or one full level of proficiency, on the Instructional Quality Review Rubric.
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End of Course Survey Students evaluate each course –
Quality of the educational experiences Quality of the instructor Instructor was knowledgeable about
the topics Instructor was enthusiastic about teaching
the course Instructor provided timely feedback and
guidance to help students improve Quality of the course Quality of the course materials Opportunity to improve critical thinking and
problem solving Real-world applicability of the course
Image Teacher Collaboration. Retrieved from wccoyotehowl.blogspot.com
Ashford University Proprietary & Confidential - For Internal Use Only
3.35 3.33 3.32 3.363.38 3.39 3.38 3.39
1.00
2.00
3.00
4.00
Q1 Q2 Q3 Q4
2014
(FACULTY PORTION ONLY)
Quarter Date Range Sent Received Response Rate # Sections Faculty PortionQ1 2014 1/7/14-3/29/14 132,328 19,265 14.90% 7,546 3.35Q2 2014 4/3/14-6/27/14 123,640 19,473 16.20% 6,533 3.33Q3 2014 7/2/14-9/30/14 129,109 21,388 17.30% 6,845 3.32Q4 2014 10/4/14-12/29/14 104,673 27,888 27.30% 5,603 3.36Q1 2015 1/2/15-3/29/15 113,909 34,509 30.60% 6,019 3.38Q2 2015 4/2/15-6/27/15 103,730 30,903 30.30% 5,695 3.39Q3 2015 7/3/15-9/29/15 110,451 42,708 38.10% 6,382 3.38Q4 2015 10/5/15-12/21/15 92,389 34,655 36.80% 5,297 3.39
Goal: 3.42 by end of 2016
END OF COURSE SURVEY (AGGREGATE SCORES – 0 TO 4 SCALE)
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PROFESSIONAL DEVELOPMENT AND SCHOLARSHIP
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Center for Excellence in Teaching and Learning
University Fellows Programs
College of Education
Icons made with IconMaker https://iconsflow.com
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High Impact OnlineTeaching & Learning
Practices
Online Teaching &Learning Research
Understanding OurStudents
PROPOSALS BY CONFERENCE TRACK
ASHFORD
NOV. 4th
and 5th
TLC
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SUMMARY
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On-Boarding & NFE
Mentoring
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ENHANCING FACULTY
CAPACITY TO PROMOTE
STUDENT SUCCESS
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