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EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams
Copyright StatementCopyright Statement
This work is the intellectual property of This work is the intellectual property of the authors. Permission is granted for the authors. Permission is granted for this material to be shared for non-this material to be shared for non-commercial, educational purposes, commercial, educational purposes, provided that this copyright statement provided that this copyright statement appears on the reproduced materials appears on the reproduced materials and notice is given that the copying is by and notice is given that the copying is by permission of the authors. To permission of the authors. To disseminate otherwise or to republish disseminate otherwise or to republish requires written permission from the requires written permission from the authors. authors.
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
EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams
Trends in Current Issues, Trends in Current Issues, Y2K - 2005Y2K - 2005
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)
EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams
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
EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams
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
EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams
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.
EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams
Faculty DevelopmentFaculty Development
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
EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams
Intersecting Roles at the Intersecting Roles at the Teaching-Technology NexusTeaching-Technology Nexus Staff RolesStaff Roles
EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams
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?
EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams
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
EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams
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
EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams
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
EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams
Faculty DevelopmentFaculty Development
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
EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams
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
EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams
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
EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams
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”
EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams
Impact of faculty Impact of faculty development . . . development . . .
(institution and individual gain) (institution and individual gain)
ResourcesResources SkillsSkills CompetenciesCompetencies InnovationInnovation Research Research CollaborationCollaboration
EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams
EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams
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
EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams
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
Key faculty from each Key faculty from each departmentdepartment
highly motivatedhighly motivated early adoptersearly adopters administrative “pull”administrative “pull”
EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams
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)
EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams
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.
EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams
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:
EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams
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
EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams
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)
EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams
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
EDUCAUSE Southeast Regional 2005 Copyright 2005, Danny Adams, Jim Mazoué, Darlene Williams
Thank you!Thank you!
Danny AdamsDirector of eLearning Norfolk State UniversityLBB Library, Ste. [email protected]