Upload
larry-ragan
View
496
Download
1
Embed Size (px)
DESCRIPTION
Citation preview
Measuring Impact of Faculty
Development Effectiveness
Program Plan• Overview/welcome• Institutional setting & fac dev context• Framing of Fac Dev Programs • Role of Learning Community (Alex 2-3
minutes)• Framing Question• Metrics Options• Summary
Overview/welcome (Ragan)
• Program welcome• Introduction of presenters• Program format and outcomes
Institutional & Fac Dev Context
• Size of organization• # of programs• types of programs (blended/online) • # of students and faculty• type of faculty • incentives • Length of time online• local or geo dispersed (re: faculty pop)
Framing of Fac Dev Programs
• Structural Frame• Human Resources Frame• Political Frame• Symbolic Frame Make JudgmentsGather InfoGet Things Done
The Faculty Development Learning Community
In SLN we cultivate our faculty (& IDs) as communities of practice. • Elements: Faculty center: announcements, shared resources,
(events, opportunities, networking, etc.)• Faculty conference• Courses for observation: share what we know. Faculty agree to
share. • Faculty roundtable – to transition new faculty from design to delivery• RFIDI: roundtable of experienced faculty• IDs have brownbag lunches• We are practitioners too. IDs also teach online. • Lead new faculty trainer is an online prof. at a campus. • Shared interests by discipline and by topic: (NING and DIIGO)
Research hub.
How do we know when
faculty development
has been effective?
Key Performance Indicators1. Has adequately equipped faculty w/ online teaching
competencies necessary for success (Larry)2. Has met faculty professional development needs (did you
learn what you expected to learn) (Chris)3. Has made a positive Impact on faculty experience of
teaching online (I learned something I can use in class) (Chris)
4. Has had positive Impact on the student experience (satisfaction, retention, performance, achievement) (Alex)
5. Has resulted in faculty retention (Susan)6. Has created an awareness of technology and pedagogy
(Shari)7. Has created and maintained a community of practice
(Shari)
KPI 1: ADEQUATELY EQUIPPED WITH THE ONLINE TEACHING
COMPETENCIES NECESSARY FOR SUCCESS (LARRY)
• Faculty self-report of performance• Student-evaluation of instructor
performance• Measurement/observations of behaviors• Others. . . .
KPI 2. MET FACULTY PROFESSIONAL DEVELOPMENT
NEEDS (CHRIS)
• Pre/Post-assessment of faculty needs (faculty self-report and skills assessment)
• Pre/Post assessment of faculty expectations of development activities
KPI 3. Has made a positive Impact on faculty experience of
teaching online (Chris)
• Faculty self-report upon completion of professional development activity
• Faculty self-report 1-4 semesters after completion of professional development activityo public highlight of exampleo incentives for longitudinal impact study
KPI 4: HAS A POSITIVE IMPACT ON THE STUDENT EXPERIENCE (ALEX)
In SLN it is impossible to separate the student experience from the faculty experience. Our faculty development program is grounded in an approach that purposefully targets effective course design and mangement strategies, and measures positive impact on faculty and student online experiences.
********
• Student satisfaction• Reported learning
o report learning same or more than f2f• Would take another online course
KPI 5: Faculty retention (Susan)
• Incentives for full time faculty--for adjuncts may differ in some respects, same in others
• Satisfaction with teaching experience based on good preparation, sufficient resources and support, sense of contributing to learning experience, positive contact and feedback from students
• Professional development available to suit point in career, available online to assist with time management
• Sense of community through discussion, sharing, in both informal settings and in professional dev participation; opportunity to mentor other faculty
KPI 6. Create an awareness of technology and pedagogy (Shari)
• Number of faculty presentations and publications
• Number of licenses purchased for faculty use• Quantity of book requests from the library• Colleague referrals
KPI 7. Foster community (Shari)
• Number of faculty lead presentations on campus
• Number of sabbatical studies• Attendance at Community of Practice
sessions• Number of shared mentoring or teaching
experiences• Quantity/quality of co-authored publications• Attendance at conferences and retreats
Wrap-up