THEOFFICEOFTEACHING&LEARNING

facultydevelopment

Enabling the enhancement of teaching and learning practice across the institution through meaningful faculty development opportunities,

support for high-quality course design, and assistance for learning technologies.

instructional design

supportservices

CET •Jan BentleyCHPS •Marcy HehnlyCHSS •Anton Tolman*, Nathan CottleCOS •Heather Wilson-AshworthSOA •Hilary DemskeSOE •Mary SowderUC •Denise Richards*WBS •Jared Chapman

• Full-time faculty participation in OTL workshops declined; however, there was increased effort in earning certificates

• Adjunct faculty participation in OTL events increased, due to EOY funding for Summer Adjunct Institute; 244 attended

• Twenty-three new Higher Education Academy fellows awarded• Teaching excellence recognized through President’s Award, Trustee’s

Award, Faculty Senate Teaching Excellence Awards, Academy Awards, and Higher Educational Academy fellowships

• Pathway 3 online/hybrid teaching certification program debuted with strong faculty participation

• Established five unique faculty certificate programs in partnership with Global|Intercultural, Service Learning, and Writing Enriched initiatives

• Launched six online, self-paced faculty development trainings to increase convenience

• Faculty Senate endorsed Flexible Learning Strategic Plan• Launched accessibility remediation of all online and hybrid courses• Began to extablish common navigation across all online and hybrid courses• Reorganized to the “hub and spoke” support structure to provide

better information and support to academic departments• Unified a list of fully online programs in college

catalog to inaugurate marketing• Deployed a self-paced Canvas orientation course for faculty• Initiated an online/hybrid course certification process

for courses developed outside OTL• Began the conversion to remote proctoring option• Concluded Gateway Course Initiative grant with measurable

improvements in course withdrawal rates.

In academic year 2018, the Faculty Senate elected members to the new OTL Faculty Advisory Committee with representation from each college/school. The OTL Faculty Advisory Committee provides guidance for all major initiatives and ensures OTL stays focused on its mission and meets the needs of UVU faculty.

faculty development

flexible learning

THEOFFICEOFTEACHING&LEARNING

EXECUTIVESUMMARY

Faculty AdvisoryCommittee

Academic Year2018

By 2020, UVU faculty will

have access to a full range

of development opportunities

and accredited pathways

toward recognition for teaching

excellence. 1teachingexcellence

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FACULTYENGAGEMENTINPROFESSIONALDEVELOPMENT

There were some dramatic shifts in faculty engagement in AY 2018. Full-time faculty invested in more intensive certification programs and fewer workshops. Service learning and HEA fellowships showed steady increases. The new Pathway 3 online teaching certification program was popular and received positive reviews. In the new academic year, there will be two new certification pathways for faculty:Global-Intercultural, Writing Enriched, and Large Section Teaching.

There was a marked increase in the participation level of adjunct faculty, primarily due to the Summer Adjunct Institute with 244 participants. Adjunct faculty were paid to complete the institute through residual end-of-year funds. With 96% of the participants stating they would welcome more training, this PBA cycle more adjunct training fundswill be sought.

FACULTYENGAGEMENTINPROFESSIONALDEVELOPMENTBy College

The graphs below show the count and percentage of unique faculty participating in OTL events over four Fall terms by faculty status and by college. Variation is evident, but overall we can see lower engagement trends. The new mandate for all new faculty to complete onboarding will help to reverse this trend, as will the rollout of the SparkShops to academic departments. SparkShops will append brief trainings to department meetings. OTL will continue to increase the number of self-paced online trainings toimprove convenience.

POPULARLEARNINGCIRCLES

Each semester, faculty can choose from about a dozen learning circles (book clubs). The learning circles meet every other week and are led by either faculty or staff. It’s a great way to meaningfully discuss teaching or other pertinent higher education topics.

by College/School

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learning

By 2020, UVU will provide

an array of flexible offerings

to its students, including online

and hybrid courses.

FULLYONLINEDEGREESATUVU

• Accounting• Six Sigma Green Belt• Substance Use Disorder Counseling• Advanced Substance Use Disorder Counseling

certificates

• Nursing, M.S.N.• Public Service, M.P.S.

master’s degrees

• Aviation Science, A.A.S.• Aviation Science, A.S.• Business, A.S.B.• Business Management, A.A.S.• Pre-Major in Business, A.S.• Criminal Justice, A.S.• Emergency Services, A.S.• Emergency Services - Fire Officer Emphasis, A.A.S.• Emergency Services - Firefighter/Emergency Care Emphasis, A.A.S.• Technology Management, A.A.S.• University Studies, A.S.

associate degrees

• Aviation Science - Aviation Administration Emphasis, B.S.• Aviation Science - Professional Pilot Emphasis, B.S.• Business Management - General Business Emphasis, B.S.• Business Management - Hospitality Management Emphasis, B.S.• Business Management - International Business Emphasis, B.S.• Criminal Justice, B.S.• Dental Hygiene, B.S.• Emergency Services Administration - Emergency Care Emphasis, B.S.• Emergency Services Administration - Emergency Management Emphasis, B.S.• Family Science, B.S.• Nursing, B.S.N.• Technology Management, B.S.

bachelor’s degrees

The first phase of building awareness of UVU’s online programs was completed this past year with the creation of an online programs index page within the college catalog. The next phase includes building web presence and launching internal and external marketing campaigns. New online programs completed in AY 2018 are highlighted in green.

HYBRID/ONLINECOURSELAUNCHES

Several new fully online programs, including the Masters in Public Service and Family Studies BS degrees, are indicated by the pattern of new course launches by college/school. There is an initiative in AY 2019 to reignite hybrid developments through a marketing and funding campaign, particularly courses using open educational resources.

In addition to building credit-bearing courses, the IDS team completed >1000 hrs of non-credit work in AY 2018.By College/

School

In AY 2018, UVU ran 1741 online sections and 357 hybrid sections.

GROWTHMasterOnline/HybridCourses

Currently 14% of online courses are copied to multiple sections. There is efficiency and quality assurance in distributing master courses to adjunct faculty.

FLEXCOURSEDEVELOPMENTProjectLaunchRates

Focusing on the yellow % launched line, this graphic provides evidence to support the need for strategic planning with academic departments to increase efficiency of course development projects since currently only 59% of projects are completed.

STRATEGICPLANNINGCourseDevelopmentProjects

In the upcoming year, OTL will work closely with academic departments to strategically plan course development projects. The goal is to launch 100% of those projects undertaken and to complete in one semester. This will enable the university to maintain our nearly 300 unique online and 125 unique hybrid courses, as well as create new online programs.

Why involve the instructional design team? There is synergy in partnering a subject matter expert with an instructional designer trained in online pedagogy, effective use of technology, accessibility, copyright, and quality standards.

UVULONGITUDINALCOURSEMODALITYMIX

The graphs compare the ratio of face-to-face, hybrid, online, and live interactive course sections/enrollments over seven years. Face-to-face comprises 78% of UVU’s course sections, whereas online courses tend to hold more students as they comprise 13% of sections but 17% of enrollments. Hybrid comprises ~5% of both sections and enrollments, whereas live interactive comprises 5% of sections and 1% of enrollments.

course sections

enrollments

COMPARISONUSHEModality

How does UVU’s enrollment profile compare to that of USHE? From 2012 to 2017, the graph shows face-to-face enrollments have declined 14% across USHE institutions while online enrollments have increased 37% and hybrid enrollments have increased 245%. USHE’s online enrollments comprise 19% of total enrollments and UVU’s online enrollments are 16%, whereas the national average is 30% online for four-year public institutions. In AY 2019, we will increase awareness about UVU’s online programs and launch a second hybrid initiative.

TOP 30SUCCESS*BY MODALITY

TOP 50SUCCESS*BYMODALITY

LowerDivision

UpperDivision

These two sets of tables of student success in most highly enrolled courses across modalities provide an interesting contrast.

Red font marks cases in which less than 70% of the students succeeded. Yellow highlights mark cases in which the modalities differed in success by more than 10%. OTL is actively working with departments to address cases of disparity in student success across modalities. Upper division student success was much more consistent across modalities than lower division student success, conveying the need for greater support for students in entry level courses. Students can develop effective online learning skills.

Green highlights indicate courses for which no hybrid nor online option exists. There are many gaps in availability of flexible upper division courses. In AY 2019, in an effort to facilitate degree completion, several of these gaps will be remedied.

* Success = D- or BetterNo I, M, UW, W included

QUALITY

QUALITY

Online/HybridCourseDesign

OnlineTeaching

In AY 2018, UVU adopted a standard Course Design Rubric. The rubric identifies essential elements that every course should include. Faculty-led review teams within academic departments can use the Course Design Rubric to evaluate online courses. The Flexible Learning Strategic Plan describes a process whereby the curriculum committees of academic departments certify new online and hybrid courses that were developed outside OTL.

Pathway 3 online certification for faculty is the single most important influencer of effective online learning experience for students. Since its launch in Spring 2018, nearly 100 faculty have earnedonline certification.

of Pathway 3 completers said they were extremely satisfied/satisfied with the training89%

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teachingeffectiveness

By 2020, UVU will have a

robust program of support for

the formative assessment and

intentional enhancement of

teaching effectiveness.

HEAThePower ofReflectionandExternalValidation

The Higher Education Academy awards four levels of fellowship (Associate, Fellow, Senior, Principal) that correspond to teaching experience and breadth of impact. All fellowship applicants focus on the Professional Standards Framework in relation to their teaching practice. In this way, teachers reflect and align to an internationally accepted expression of teaching excellence. The HEA has more than 100,000 fellows worldwide and UVU is the first accredited US institution. This places UVU in the path of earning best-in-class national recognition for teaching excellence.

see a full list of UVU’s HEA Fellows at:www.uvu.edu/otl/faculty/hea.html

HEA Fellows at UVU

GATEWAYCOURSEINITIATIVECaseStudies

Funded by a High Impact Engaged Learning Grant over a period of three years, OTL collaborated with the Office of Engaged Learning and several academic departments to redesign Gateway courses. Two cohorts of faculty redesigned their courses, one in Summer 2016 and the second in Summer 2017. Two case studies illustrate the postitive influence of instructional design and departmental collaboration on failure rates.

The instructors calculated the mean student failure rate over an eight year period and reported 18.4%. The Gateway course pilot was in Fall 2017, with a failure rate of 11.7%.

MUSC-1010’s goal was to reduce online course failure rates through course redesign. The student failure rate of the 2016 academic school year was 27%. The Gateway full redesign was implemented in all online sections in Fall 2017 and measured 24% failure rate. The failure rate decreased even more (21%) the following semester after full implementation (Spring 2017), indicating an incremental decrease in failure rates.project objectives

• Engage with faculty who teach gateway courses in supported course redesign activities.

• Evaluate the effectiveness of course redesign efforts in terms of measurable D, F, UW outcomes and in terms of qualitative feedback on the learning and teaching experience.

POETPeerObservationforEnhancementof Teaching

This past year, the POET program was revamped to include more guidance and structure. There are now four “flavors” of POET, one of which is “POET Squared” in which teams of 3-4 faculty spend a semester visiting each other’s classrooms and reflecting on their own teaching (not evaluating their peers.) The chart below indicates the number of faculty involved in Spring 2018, several of whom intend to repeat the experience. POET contributes to a collaborative culture centered on teaching excellence.

“I am going up for tenure this year and participated in POET as a way to gain some new and different

insights into my teaching. I really enjoyed the process because the observations were low risk, asking us to reflect on our own practices instead of judging our peers, and because I got to know several new people from different departments. I was also a bit surprised by the extent of what I learned about my own teaching. Stepping into classes from different disciplines allowed me to

focus on their teaching practices more objectively, which encouraged me to think about the ways I

might improve my teaching practices. I ended up with a specific list of additions and changes I plan to implement in the upcoming semester, and I am very

excited about that.”- Professor Elena Garcia

SCOTPROGRAMStudentCollaboratorsonTeaching

A SCOT provides instructors with essential insight into the student experience. SCOTs observe classrooms using a variety of techniques, lead student focus groups, review a Canvas course or syllabus, or complete an assignment as a faux student. One new observation technique utilized this past year was the SPOT observation, which records student engagement and instructor behavior at time increments throughout a class.

From AY 2017 to AY 2018, 47% more faculty used SCOTs to provide feedback on their teaching. SCOTs generated 207 reports for faculty, a 68% increase.

2018 Faculty Survey:On a scale of 1-10 how would you rate your SCOT experience?

8.5

SUPPORTFORSCHOLARSHIPTeachingand Learning

The following faculty/staff recently published or presented pedagogical research. In addition to the library’s Scholar Archives area, OTL highlights Scholarship of Teaching and Learning (SOTL) publications and presentations on its website. In AY 2019, OTL is funding several faculty-led action research projects focused on effective course design. These projects will result in further SOTL publications and presentations.

publications

presentations

• Arendt, A., Trego, A., Allred, J. 2016. Students reach beyond expectations with cafeteria style grading. Journal of Applied Research in Higher Education, 8(1), 2-17.

• Athens, W. 2018. Perceptions of the persistent: Engagement and learning community in underrepresented populations. Online Learning Journal, 22(2).

• Cox, V. 2017. Face-to-face versus online: A comparison of student performance in Introduction to Finance classes. Journal of Economics and Finance Education.

• Hanewicz, C., Platt, A. & Arendt, A. 2017. Creating a learner-centered teaching environment using student choice in assignments. Distance Education, 38(3), 273-287.

• Jensen, J. L., Holt, E. A., Sowards, J. B., Ogden, T. H., & West, R. E. (2018). Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom. Journal of Science Education and Technology, 1-13.

• Lee, C., Carter, A. M., Ashworth, D., and Krage, R. (2013). Look who’s talking: Exploring conference interactions and subsequent revision. Journal of the Utah Academy of Sciences, Arts, and Letters, 90, 139–155.

• Hill, J., Thompson, C., Beers, M. 2018. Classroom observation rubric for novice Instructors. Biennial International Seminar on the Teaching of Psychological Science. Download the rubric.[hyperlink to bit.ly/BISTOPS2018]

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for studentsuccess

By 2020, UVU faculty will have

a full program of support for

improving student learning

outcomes and student

retention through pedagogy and

curriculum design.

CANVASSUPPORTTEAMGearing upfor qualityandaccessibilitywork

Support Services underwent a dramatic structure change in AY 2018. The year began with our historic “concierge” model with Course Specialists supporting faculty and students from within Canvas courses. Summer 2018 launched the new Hub and Spoke model with Instructional Support Technologists(ISTs) partnering with academic departments to support Canvas, course accessibility, and course quality initiatives for online and hybrid courses. ISTs have begun the training and use of several technologies that will aid in bringing UVU online and hybrid courses into compliance with national accessibility standards over the next academic year. Support Services has also partnered with the IT Service Desk to provide more visible and seamless Canvas support for faculty through the joint use of the Bomgar Live Chat system. Another change this year is the unification of the student interface at the IT Service Desk (OTL operates as Tier 2 escalation for students, but remains Tier 1 for faculty.)

OTL Lab delivered 68 Canvas trainings last year. Faculty demand for more Canvas training has prompted OTL Lab to “hit the road” and deliver customized trainings to academic departments. This effort, plus the new self-paced online Canvas Skills for Faculty course, will increase proficiency.

Canvas Support interactions

Canvas workshops offered by OTL Lab

6276

68

TECHNOLOGYTOOLSManagingQualityandAccessibility

technology tools in the IST’s gearbox

data dashboards for departments

• To remotely support faculty - Bomgar• To rapidly convert a course to common navigation - Design Tools• To measure the accessibility of a Canvas course - Ally• To remediate files so they are accessible - Equidox and Abbyy Fine Reader

• Accessibility status• Common navigation status• Certification status• Course origin• Course age• Quality review status• OER status• Course development queue (past/present/future)• Faculty certification status

To help manage course quality, OTL will provide departments with information including:

SUPPORTTHROUGHPROFESSIONALDEVELOPMENT

6 new online trainings forfaculty convenience• JumpStart (faculty

onboarding)• Canvas Skills for Faculty• Fundamentals of Teaching

in Higher Education• Assessment and Feedback• Teaching for Student Success• Pathway 3 Online

Certification

conference highlights

At Fall Conference, department chair and math professor Keith White shared with 55 faculty on the topic “Evolution of My Teaching.” Keith described how he has adopted self-efficacy support for students, explicitly sets expectations, and builds peer-to-peer support.

In the Spring, Dr. Todd Zakrajsek of University of North Carolina presented to large section faculty on the topic of dynamic lecturing. He provided many useful tips to engage students and improve learning, including activating prior knowledge, frequent quizzing, telling stories, and providing class time to apply knowledge and reflect.

SUPPORTTHROUGHPROFESSIONALDEVELOPMENT

other major professionaldevelopment events

special thanks to ourfaculty presenters

• New Faculty Orientation• Technology Conference• Great Teachers Summit• Academy Awards• Creating Significant Learning

Experiences Workshop

• Angela Trego, Technology Management, Technology Conference• Anne Arendt, Technology Management, Technology Conference• Anton Tolman, Behavioral Science, Fall Conference, Great Teachers

Summit, Metacognition and Team Based Learning Workshops• Armen Ilikchyan, Technology Management, Design Thinking Workshop• Bryan White, Secondary Education, Fall Conference, G-I Workshops• Christine Walker, Developmental Math, Creating

Significant Learning Experiences Workshop• Craig Thulin, Chemistry, All Aboard• Denise Richards, Student Leadership and Success, Fall

Conference, Teaching for Student Success Workshop• Elena Garcia, Literacies and Composition, Writing Enriched Workshops• Eugene Seeley, Strategic Management, Technology Conference• Heather Wilson-Ashworth, Biology, POGIL• Hilary Demske, Music, Fundamentals of Teaching in Higher Ed• Jacque Preston, Literacies and Composition, Design Thinking Workshop• Jared Chapman, Organizational Leadership, Technology Conference• Jim Pettersson, English Language Learning, Fall Conference, All Aboard• Jonathan Anderson, Developmental Math, Technology Conference, All Aboard• Kate Klemme, Organizational Leadership, Academy Awards• Keith White, Developmental Math, Fall Conference• Kelly Rose, Respiratory Therapy, Technology Conference• Kolene Mills, Literacies and Composition, Fall Conference • Kyle Merrill, Technology Management, Academy Awards• Mary Brown, Public and Community Health, Creating

Significant Learning Experiences Workshop• Makenzie Selland, Secondary Education, Academy Awards• Suzy Cox, Secondary Education, Technology Conference

LARGESECTIONSUPPORT

CANVAS

SUPPORTSUPPORT

3 lunch meetings were held for large section faculty in spring 2018• Making Lectures More Engaging with Active Learning• Using Polling Tools for Interactive Lessons• Giving Feedback in Large Section Classes

Using Rubrics and SpeedGrader

FreePollingTool

InstructionalAssistants

LargeSectionFaculty

One of the challenges in large section classrooms is engaging every student and polling tools can help. In Summer 2018, OTL Lab ran a pilot study with five large section faculty to utilize Canvas’ polling utility. There are several advantages in using Canvas: approximately $45 savings for students and no cost for UVU. 90% of students were satisfied with Canvas polling and faculty agreed.

Throughout AY 2018, a cross-functional Student Employment Initiative committee crafted a program to leverage student employment as a retention tool. One outcome of the program was standardized onboarding for all student employees through the new Green Light course in Bridge. Another aspect is coordinated support of the many Instructional Assistants supervised by large section faculty.

OTL seeks to better understand and meet the needs of large section faculty. Awarded through the PBA process, in AY 2019 a new Large Section Support Manager will lead the effort to better prepare faculty and ensure student success.

faculty teaching sections with 60+ students in spring 2018

244

focusfor 2019

andbeyond

OBJECTIVEONE

OBJECTIVETWO

ExpandAccessandDegreeCompletion

QualityandAccessibility

• Meet the flexible learning needs of UVU’s service region

º Fill gaps in online offerings for

most highly enrolled courses

º Equalize gender ratio enrolled

in online learning

º Develop new online

Master’s degrees

• Increase awareness of UVU’s online programs

• Increase hybrid as a percentage of modalities

• Monitor and communicate success and completion rates across modalities

• Ensure all online and hybrid courses are accessible

• Establish common navigation across all online courses

• Certify all online and hybrid courses; establish quality review cycles with departments

• Deploy One Month Wellness Checkup tool and connect to Early Alert usage

• Ensure 100% of faculty are certified to teach online

OBJECTIVEFOUR

OBJECTIVEFIVE

OperationalEfficiency

Affordability

• Strategically plan flexible delivery with departments

º Plan course development projects

two semesters in advance

º Increase annual launch rate efficiency

to 80% (currently 59%)

º Expand the practice of distributing master

courses to adjuncts to 50% (currently 14%)

• Close technology skills gap to ensure faculty are proficient in using Canvas

º Ensure 100% of faculty are

proficient in Canvas

º Increase the percentage of faculty

using Canvas (currently 35%)

• Leverage shared data with academic departments, including accessibility, quality, and age status of courses

• Increase OER adoption º Support faculty development of

open educational resources

º Convert several Top 30 courses to OER

OBJECTIVETHREEBest-in-classTeaching

• Connect faculty development to effective teaching to student learning and RTP criteria

º Connect faculty development to student outcomes

º Collaborate with Faculty Senate’s Evaluation of Teaching Task

Force and RTP Committees to develop an institutional definition of

effective teaching and align faculty development efforts to it

• Nurture a culture of peer evaluation and self-reflection akin to peer review of research

º Increase POET participation

º Leverage HEA fellowship application process as reflective

practice and HEA Fellows as mentors

º Grow SOTL activities and publications/presentations

º Facilitate conversations about effective teaching

within disciplines through SparkShops

• Expand research-based instructional design practices across the institution

º Increase adoption of backwards-design and engaged learning principles

º Improve assessment strategies in and across courses

º Ensure student success in large section classrooms

through effective pedagogy and course design