UCEA Executive Seminar. Boston Massachusetts. ©2004 Moloney Strategies for Engaging Faculty in the Development and Delivery of Online Education Jacqueline.

UCEA Executive Seminar. Boston Massachusetts. ©2004 Moloney

Strategies for Engaging Strategies for Engaging Faculty in the Development Faculty in the Development and Delivery of Online and Delivery of Online EducationEducation

Jacqueline Moloney, Ed.DJacqueline Moloney, Ed.D..Dean of Continuing Studies,Dean of Continuing Studies,

Corporate and Distance Education andCorporate and Distance Education andUMOL Deans’ CouncilUMOL Deans’ Council


•Overview of the FieldOverview of the Field

•Incentives That Foster Incentives That Foster Faculty InvolvementFaculty Involvement

•Models for Training and Models for Training and Course MigrationCourse Migration

•Continuous ImprovementContinuous Improvement

•TriviaTrivia


Why Engage the FacultyWhy Engage the FacultySurvive, Compete, GrowSurvive, Compete, Grow

• The future is e-communication and e-commerce The future is e-communication and e-commerce

• Sloan-C Sloan-C Sizing the OpportunitySizing the Opportunity projects 2,000,000 projects 2,000,000 in ‘05in ‘05

• UBS Study projects online enrollments to triple by UBS Study projects online enrollments to triple by ‘08‘08

• For-profits outpacing growth of non-profits For-profits outpacing growth of non-profits

• Revenue GenerationRevenue Generation

Faculty are at the core of the missionFaculty are at the core of the mission

• Determine Curriculum and Institutional DirectionDetermine Curriculum and Institutional Direction

• Help Identify New Markets/Maintain Existing onesHelp Identify New Markets/Maintain Existing ones

• Cutting edge pedagogyCutting edge pedagogy


• UML Largest in UMOL/One of Largest in N EUML Largest in UMOL/One of Largest in N E– UML Pioneers in 1996, UML Pioneers in 1996,

• Access: over 7,200 enrollments at UML and Access: over 7,200 enrollments at UML and in 0 14,000 enrollments at UMOLin 0 14,000 enrollments at UMOL

• Generate New Revenues for the CampusesGenerate New Revenues for the Campuses– UMOL $13,000,000 annual revenueUMOL $13,000,000 annual revenue

• Members of Sloan-C, grant & award Members of Sloan-C, grant & award recipientsrecipients

• Success attributed to faculty involvement in Success attributed to faculty involvement in all aspects of planning and design of the all aspects of planning and design of the programprogram

• triviatrivia

UMass Online ProgramsUMass Online Programs


Address Faculty Concerns Address Faculty Concerns UpfrontUpfront


Address Faculty Concerns Address Faculty Concerns UpfrontUpfront

• Will I have the necessary technology and Will I have the necessary technology and support I need, when I need it?support I need, when I need it?

• Is this a veiled attempt to eliminate tenure or Is this a veiled attempt to eliminate tenure or full-time faculty?full-time faculty?

• Is it worth the time to learn the technology Is it worth the time to learn the technology and to migrate a course online?and to migrate a course online?

• What happens to my course/materials once What happens to my course/materials once online?online?

• How will I adapt my face to face course to the How will I adapt my face to face course to the online environment?online environment?

• Will I lose my ability to interact with students?Will I lose my ability to interact with students?


Faculty Recruitment & OversightFaculty Recruitment & Oversight• Develop Business Plan Program Develop Business Plan Program

DevelopmentDevelopment– Engage Faculty Governance and Trusted Engage Faculty Governance and Trusted

AdvisorsAdvisors– Identify Programs, markets, financial planIdentify Programs, markets, financial plan– Number of faculty and courses needed each yearNumber of faculty and courses needed each year

• Expand the Faculty Pipeline Expand the Faculty Pipeline – Start with early adoptersStart with early adopters– Encourage skeptical faculty Encourage skeptical faculty – Tenured faculty seeking new challengesTenured faculty seeking new challenges– Part-time faculty with campus affiliation Part-time faculty with campus affiliation – Encourage diversity especially age (Retirees)Encourage diversity especially age (Retirees)– Faculty at a distanceFaculty at a distance


Balance Extrinsic/Intrinsic Incentives Balance Extrinsic/Intrinsic Incentives Feiman-Feiman-

Nemser and FlodenNemser and Floden • Contract/policy defines explicit conditions Contract/policy defines explicit conditions

& terms& terms– Training RequirementsTraining Requirements– how much, when, for whathow much, when, for what– Departmental, College approvalDepartmental, College approval

• Extrinsic/Monetary IncentivesExtrinsic/Monetary Incentives– Course Development Stipends, laptopsCourse Development Stipends, laptops

• Institutional RecognitionInstitutional Recognition– Framework for workload implicationsFramework for workload implications– Weight in the promotion and tenureWeight in the promotion and tenure

• Intellectual PropertyIntellectual Property


Intellectual Property Guidelines Intellectual Property Guidelines

• Mutually Beneficial In SpiritMutually Beneficial In Spirit

• Joint investment in course developmentJoint investment in course development

• Stipulate faculty ownership of course Stipulate faculty ownership of course materials, content, etc. materials, content, etc.

• Stipulate who owns the online courseStipulate who owns the online course

• Parties stipulate conditions under which Parties stipulate conditions under which the course can be taught by another the course can be taught by another instructorinstructor

• Agree to conditions for royalties upfrontAgree to conditions for royalties upfront


Intrinsic IncentivesIntrinsic Incentives• Participation in an exciting learning Participation in an exciting learning

communitycommunity– Learn and apply new technologiesLearn and apply new technologies– Reflect on and explore new pedagogiesReflect on and explore new pedagogies

• Research and publications on the study of Research and publications on the study of online educationonline education

• Service as mentors Service as mentors

• Conference opportunitiesConference opportunities

• Professional awardsProfessional awards

• Trivia/teams/$150,000Trivia/teams/$150,000


Models for Quality Training & Models for Quality Training & MigrationMigration • In-house vs. out-sourced modelIn-house vs. out-sourced model

• Quality programs phase faculty into Quality programs phase faculty into online teachingonline teachingtrainingtraining migration migration teachingteaching course course redesignredesign

• Model Quality Online Teaching by Model Quality Online Teaching by Training the Faculty OnlineTraining the Faculty Online– Provides convenience and flexibilityProvides convenience and flexibility– Experience of learning onlineExperience of learning online– Builds confidence and sensitivityBuilds confidence and sensitivity– Builds online learning communitiesBuilds online learning communities


Emphasize Pedagogy & Technical Emphasize Pedagogy & Technical SkillsSkills

• Introduction to Online Introduction to Online Teaching StrategiesTeaching Strategies– Creating presence and Creating presence and

interactioninteraction– Converting Converting

assignmentsassignments

• Using the Learning Using the Learning Management SystemManagement System– How to upload contentHow to upload content– Empower the faculty Empower the faculty

with technical skillswith technical skills– Introducing audio and Introducing audio and

videovideo



Continuous ImprovementContinuous Improvement

• Faculty FeedbackFaculty Feedback– 350 faculty Trained in Online Institute 350 faculty Trained in Online Institute

since ’04since ’04– 97% satisfied with training97% satisfied with training

• Student FeedbackStudent Feedback– 95% satisfied with technical and learning 95% satisfied with technical and learning

experienceexperience

• Assessment for TransformationAssessment for Transformation


Continuous Improvement through Continuous Improvement through AssessmentAssessment


Resources and Contact Resources and Contact InformationInformation

• Jacqueline Moloney, Jacqueline Moloney, [email protected][email protected]

• Cathy KendrickCathy Kendrick• [email protected][email protected]• http://http://continuinged.uml.educontinuinged.uml.edu/online/online

http://www.sloan-c.orghttp://www.sloan-c.orgUMass Lowell Online Teaching InstituteEducation Pathways

UCEA Executive Seminar. Boston Massachusetts. ©2004 Moloney Strategies for Engaging Faculty in the Development and Delivery of Online Education Jacqueline.

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