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2009 Sloan Conference Presentation - Suzanne James/David Binder

2009 Sloan Conference Presentation - Suzanne James/David Binder

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  • 1. Online Faculty as Adult Learners Faculty Development that Works Suzanne G. James, Ph.D. David Binder, MBA
  • 2. Rapid Growth of Online Learning
    • 2008 Sloan survey: 12% increase in online education over the past year
    • Increasing need for effective faculty
    • Reliable and effective training is rare (Ko and Stevens, 2004)
    • Nature of current training varies from
      • No formal training
      • Platform based training only
      • Few address faculty as adult learners
  • 3.  
  • 4. Principles of Adult Learning
    • Active involvement
    • Opportunities for dialogue
    • Regular feedback
    • Incorporation of life experiences
    • Relevancy
    • Application immediacy
    • Creation of a social environment
  • 5. The Walden University Model
    • Over 400 faculty employed in the Richard W. Riley College of Education and Leadership
    • Faculty are addressed as adult learners through faculty development stressing
      • Collaboration
      • Mentoring
      • Application immediacy
      • Supportive environment and community
      • Reflective practice
  • 6. The Walden Model – Part One
    • New Faculty Orientation
      • A four week course
      • Faculty are introduced to the history, mission, values, goals and educational philosophy of Walden
      • Faculty participate as students as they collaborate on assignments and participate in discussions and reflective practice
      • A sense of community is fostered
  • 7. The Walden Model – Mentoring
    • Lead faculty member in each course
      • An expert in subject matter
      • An experienced teacher
      • Understands the online modality
      • Holds periodic phone conferences
      • Promotes sharing of experiences
      • Provides positive feedback and coaching
  • 8. The Walden Model – Post NFO training
    • A second four week course
    • Designed on adult learning principles
    • Provides opportunities for faculty to interact
    • Course must be successfully completed before a faculty member can serve as a doctoral committee chair
    • Faculty participate in teams to evaluate sample capstone papers
  • 9. The Walden Model – Monthly Faculty Meetings
    • Evening toll-free telephone meetings
    • Both full-time and part-time faculty participate
    • Attendance not required but encouraged
    • Faculty suggest agenda items
    • Goal of meetings is to foster a sense of belonging and community, to provide mentoring from experienced faculty, and to provide opportunities to collaborate
  • 10. The Walden Model – Monthly Newsletter
    • Electronic newsletter called
    • The Q and A
    • Addresses FAQs sent by
    • faculty
    • Responses have been very
    • positive
    • Contributes to sense of community
  • 11. The Walden Faculty Development Model -- Summary
    • Through a variety of experiences, faculty development at Walden University incorporates collaboration, mentoring, application immediacy, sense of community and reflective practice.
    • Regardless of the course modality, the most important variable for course success is the instructor (Miller and King, 2003).
  • 12. For More Information…
    • Faculty as Adult Learners – Faculty Development that Works
    • Contact:
    • [email_address]
    • [email_address]
    • Thank you
  • 13. Evaluation of Presentation Please Submit Your Presentation Evaluation