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How Do You Prepare Your Faculty? What's Working, What's Not, and What to Do? (237195107)

How Do You Prepare Your Faculty? What's Working, What's Not, and What to Do? (237195107)

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Published by EDUCAUSE
With institutional pressures to grow online enrollments and meet retention goals, student learning outcomes, and accreditor demands, having faculty who are well versed in pedagogy, technology, accessibility issues, and management of online instruction and who are able to offer rigorous, engaging courses is a necessity and an ongoing challenge. In this interactive session, we will analyze our models for success, offering insight into what strategies continue to work well, which ones do not, and what "new" challenges are emerging, and engage participants in generating a rubric for evaluating their faculty preparation models.
 
OUTCOMES:
Explore a basic framework for designing, implementing, and evaluating a faculty certification program on your campus * Investigate basic challenges that can be detrimental to the program's growth and sustainability * Discover strategies for building support, capacity, and scalability for the program, the unit delivering the program, and the campus
http://new.educause.edu/events/educause-connect-baltimore/2014/how-do-you-prepare-your-faculty-whats-working-whats-not-and-what-do
With institutional pressures to grow online enrollments and meet retention goals, student learning outcomes, and accreditor demands, having faculty who are well versed in pedagogy, technology, accessibility issues, and management of online instruction and who are able to offer rigorous, engaging courses is a necessity and an ongoing challenge. In this interactive session, we will analyze our models for success, offering insight into what strategies continue to work well, which ones do not, and what "new" challenges are emerging, and engage participants in generating a rubric for evaluating their faculty preparation models.
 
OUTCOMES:
Explore a basic framework for designing, implementing, and evaluating a faculty certification program on your campus * Investigate basic challenges that can be detrimental to the program's growth and sustainability * Discover strategies for building support, capacity, and scalability for the program, the unit delivering the program, and the campus
http://new.educause.edu/events/educause-connect-baltimore/2014/how-do-you-prepare-your-faculty-whats-working-whats-not-and-what-do

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Published by: EDUCAUSE on Aug 19, 2014
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08/19/2014

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“How to Prepare Your Faculty. What’s Working, Not, and What to Do.”
 
Presenters
: Dr. Ruth Newberry, Dr. Cristi Ford, Dr. Harriette Spiegel Educause Connect Conference 2014 April 30, 2014 The following list are the results of the participants contributions at their table/group time and during the final wrap up. The items are listed in order of frequency (most first) mentions.
 If you have any questions, please contact Ruth Newberry at ruthenewberry@outlook.com  1)
 
Institutional Support
 
Funding, which includes appropriate allocations for staff and physical space resources
 
Recognition /Awareness, as seen through Promotion and Tenure
 
Faculty Development for Online Learning needs to be part of Strategic Plan at Institutional level, not just at School level
 
Infrastructure
 – 
 institution must support / fund Core systems, technologies, and integrations 2)
 
Faculty Readiness
 
Mandatory Training / Certification process for faculty
 
Recognition for faculty
 
Incentives of some kind, institutional dependent
 
Peer Acceptances
 
Eager & Engaged faculty
 
Support Structure (comfort and assistance and help)
 
Distinction between research and teaching clearly defined
 
Technology seen as is part of Teaching! 3) Policies & Procedures
 
Required Certification
 
Accessibility concerns
 
Academic integrity
 
Course Design & Assurance - QM Rubric
 
Intellectual Property
 
Compliance Issues (credit hour/ instructional equivalencies)
 
Roles and Responsibilities defined for Inst. Designers
 
Account for Post - Quality Assurance for policies / process for impacting courses & faculty 4) Models/ Structures / Program Content
 
Centralized structure preferred
 
Faculty adherence to standards and expectations
 
Focus on pedagogies
 
Need to have a Campus culture shift
 – 
 must be supported from top down
 
Program content should focus on pedagogies
 
Delivery Structure Supports pedagogy

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