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The demands and nature of being a faculty member are evolving rapidly. Massive shifts in information, technology, and learning theory come with increased demands on faculty to focus more on the media versus the message leaving them to wonder, “When will I be able to start teaching the content?” Reactive support models where technologists, librarians, and designers are on call for issues in the class leave faculty struggling with incorporating current technology and information skills effectively into their courses along with updating the relevance of their course content. This session proposes a more proactive model of embedded professionals that directly engage with students on projects and assignments under the guidance of the faculty member. By embedding the technologists and librarians into the course, they are more keenly aware of the course objectives, faculty direction, and needs of the students to better answer questions, provide supplementary instruction, increase student success, and course satisfaction.
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Supporting the Changing Nature of Faculty in Institutions of Higher Education Michael R. Berta, Ed.D.Becca L. Bley, M.L.S.Bruce A. Shields, Ph.D.
A Faculty Perspective
A Faculty Perspective
CC BY-NC: Rachel Lovinger
CC BY: Wikipedia
A Faculty Perspective
A Faculty Perspective
A Faculty Perspective
A Faculty Perspective
What is Changing?
What is changing?
What is changing?
Why is it Changing?
Why is it changing?
Why is it changing?
CC BY: chrisjess
Why is it changing?
Supporting the Change
Supporting the Change
Model of Instructor Roles(Berge, 2008)
Social
Managerial Role
Pedagogical Role
Technical Role
Supporting the Change – Library
Social• Embedded Librarian
Managerial• Proactive
Collection Development
Pedagogical• Research Guides and
Support
Technical• Navigating
Knowledge
Supporting the Change – Instructional Technology and Design
Social• Instructional Activities• Socio-Technical Interaction
Guidance
Managerial• Ongoing
Course Guidance
• Assessment
Pedagogical• Course Design• Embedded Designer
Technical• Hardware/
Software Setup
• Technical Support
Supporting the Change – A Faculty Example
Social• Group Activities• Office Hours
Managerial• Time
Management• Syllabus and
Grading Standards
Pedagogical• Art and Science of My Teaching• Research and Publications
Technical• Classroom
Technology• Online
Technology
Proposed Working Model
Proposed Working Model
Librarian
Technologist
Designer
Faculty
Social
ManagerialTechnical
Pedagogical
References
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Otto, J. J. (2014). University faculty describe their use of moving images in teaching and learning and their perceptions of the library’s Role in that use. College & Research Libraries, 75(2), 115–144.
Pierce, D. L. (2009). Influencing the now and the future faculty: Retooling information literacy. Notes, 66(2), 233–248.
References
Rocca, S. J. (2010). Determining the professional development needs of faculty in a college of agriculture. NACTA Journal, 54(1), 69–75.
Sasse, C., Schwering, R., & Dochterman, S. (2008). Rethinking faculty role in a knowledge age. Academy of Educational Leadership Journal, 12(2), 35–48.
Siegler, M. (2010, August 4). Eric Schmidt: Every 2 days we create as much information as ae did up to 2003. Techcrunch. Retrieved from http://techcrunch.com/2010/08/04/schmidt-data/
References
Supporting the Changing Nature of Faculty in Institutions of Higher Education
/drmikeberta
@mikeberta
/in/mikeberta
mikeberta.com
Michael R. Berta, Ed.D.
@beccabley
/in/beccabley
Becca L. Bley, M.L.S.
bit.ly/bruceshields
Bruce A. Shields, Ph.D.
