issues and strategies for faculty development michelle robinson dmd, ma director of informatics...
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Issues and Strategies for Faculty Development
Michelle Robinson DMD, MA
Director of Informatics
Marquette University School of Dentistry
Reasons for Developing Faculty
Technology relies of faculty to use itFaculty more difficult to manage than technologyFaculty can provide insights on improving or developing new technologiesFaculty can provide opportunities for research
Barriers to Incorporation of Technology and InformaticsGeoghegan’s diffusion of innovation and technology transfer
Faculty motivation and attitudes
Psychosocial model of faculty development
Environmental challenges
Geoghegan’s Diffusion of Innovation and Technology
Transfer
Barriers
15% “Innovators” and “early adopters”
70% “mainstream” : most traditional faculty fit hereEarly and Late majority
15% “non-adopters”
Faculty Motivation and Attitudes
Barriers
“Motivating faculty to learn new teaching methods is difficult regardless of technology” (Rebaza, 1998)
GWU study1998 Top 5 motivatorsMonetary compensation, development of
new ideas, intellectual challenge, personal fulfillment, job satisfaction
Faculty want career advancement opportunities and adequate support
75% feel no pressure to use technology
Psychosocial Model of Faculty Development
Barriers
Paradoxical Disjunction Model: Faculty are more concerned with psychosocial factors than with new technologies to support teaching (Cravener 1999) Personal affective issues (WIIFM) Rewards and incentives Just-in-time training (convenience
learning)
Environmental Challenges
Barriers
• Proper planning and coordination of efforts
• Faculty and student support• Access• Marketing, where applicable• Evaluation techniques• Protocols for use or Standards,
where applicable
Recommendations for Overcoming Barriers
• Get buy-in: give deans an overview of technology and how to get involved
• Establish policies to guide expectations• Establish an office to act as a
clearinghouse for information, projects, etc.
• Address factors of concern• Implement a faculty development
program
A Faculty Development Program can address most factors of concern, provide training and support, and
measure impact of training
Models of Faculty Training and Development
Design of a faculty development program
Design of a training module
Alternative to traditional teaching and learning and/or media resource center
U. Delaware Faculty Institute on Teaching, Learning, &
TechnologySuccessful week-long faculty development program
1. Needs assessment survey2. Planning team (4 faculty from different
schools in the university)• Discuss survey results• Brainstorm ideas• Design program
Needs Assessments• Areas to cover
• Demographics• Skill sets and experience levels• Vision• Motivation/interest• Linking technology tools with teaching• Plausible approaches• Support mechanisms (financial, administrative,
technical)• Incentives• Evaluation mechanisms
Rate the following (1=most needed, 5=least needed)
training sessions that would enhance your teaching ability
PowerPointScanning and working with imagesBringing coursework to the web
with the Course Management System
Rate the following (1=most likely, 5=least likely) training
sessions that you would attendPowerPoint
Scanning and working with imagesBringing coursework to the web
with the Course Management System
Are you kidding! Who has time for training?
Models of Faculty Training and Development
Design of a faculty development program
Design of a training module
Alternative to traditional teaching and learning and/or media resource center
Anatomy of a Faculty Development Program
• Title• Focus• Participants• Time • Content: workshops,
demos, general sessions/presentations
• Location• Faculty involvement• Fees• Registration• Program evaluation• Faculty
Development web site
Models of Faculty Training and Development
Design of a faculty development program
Design of a training module
Alternative to traditional teaching and learning and/or media resource center
Anatomy of a Training Module1. Choose software platforms and establish
technical and administrative support systems2. Target audience and length of time3. Experienced trainer (familiar with adult education
and not just technology)4. Content (example = software training)5. Topics (what elements of the content item will
you cover?)6. Sample cases7. Personal consultation8. Supervised start-up
Models of Faculty Training and Development
Design of a faculty development program
Design of a training module
Alternative to traditional teaching and learning and/or media resource center
Alternative Models
Use teaching, learning, and technology centers to create “web-centric” developmentOnline guides, tips, tricksConvenience training with online
instructional tools
Alternative Models
Train the trainerSan Diego pilot program using “team
approach”Faculty with solid skill set receive
training with grad student assistantsThese faculty then mentor 2
additional faculty• These faculty then bring 2
additional faculty to training
Rewards and Incentives for Working with Technology
Definition of rewards for working with technology (Syllabus 2001)
Raises, promotion (not tenure), bonuses, travel, research stipends, office/lab space, lab equipment, decreased teaching load, support for the teaching environment
Incorporating Technology into Tenure Requirements
ScholarshipPublication in online journalsConference presentationsDevelopment of application software
TeachingOnline courses or web pagesUse of course or discipline-specific software
ServiceTechnical assistance to colleaguesCommunity workshopsService on technology-oriented committees
Compensation ModelsISP costsCampus service unitsSoftwareOverload payRelease timeTA/student workersMake funds available for:TravelConference feesDiscretionary account for faculty to use (NQA)
Assessment of Faculty – Competencies
Competency areasBasic technology: OS, word proc.,
email, webPedagogic: planning, presenting
content knowledge, evaluation
Guideline matrixDefine competency by person and
action
Competency Clinical Faculty
Administrator Non-clinical faculty
__ a basic understand-ing of imaging modalities
Demonstrate Promote and support
Develop
Assessment of Faculty – Behavioral Anchors
Competency
Technological knowledge
Behavioral anchors WebCT or
BlackBoard Interactive
videoconferencing Computer
hardware/software, Communication tools
Link competencies to behavioral anchors to authenticate learning
