2011Challenges and Successes of Faculty Development

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2011Challenges and Successes of Faculty Development

  1. 1. CHALLENGES AND SUCCESSES IN FACULTY DEVELOPMENTB. Jean Mandernach, Emily Donnelli-Sallee, Ann Randall & Amber Dailey-Hebert
  2. 2. OVERVIEW• Traditional professional development models are an inefficient (and ineffective) means of supporting adjunct faculty teaching online courses. The challenge lies in expanding the scope and focus of programming to meet the needs of a diverse faculty body composed of full-time, adjunct, face- to-face, and online faculty. The discussion will address: changing the culture of adjunct faculty, increasing engagement in the university community, and promoting investment in professional development initiatives, as well as scheduling, access, and the scalability of faculty development initiatives.
  3. 3. For- Profit Public PrivateFaculty Development
  4. 4. FOR-PROFIT: GRAND CANYON UNIVERSITY• Institutional Culture • Rapid growth • Campus-centric • Large adjunct population • Division between academics and operations
  5. 5. GRAND CANYON UNIVERSITY• Challenges • Rate of growth • Communication • Technology • Adjunct culture • Faculty perceptions • Continuously changing faculty population • Scheduling
  6. 6. GRAND CANYON UNIVERSITY• Effective Strategies • Online portal • Community building • Asychronous programming • Synchronous webinars • Faculty recognition • Resource support
  7. 7. NON-PROFIT/PRIVATE: PARK UNIVERSITY • Institutional Culture • 40 satellite campuses across the country, with some adjunct faculty 100% virtual • Academic oversight and faculty governance emanate from flagship campus • Full-time faculty to adjunct faculty ratio (130 to 1,300)
  8. 8. PARK UNIVERSITY• Challenges • Growth of distance programs has outpaced growth of development programs • Multiple and shifting faculty development stakeholders/initiatives • Communication across diverse campuses and faculty populations • Tech-focused perception of adjunct faculty needs
  9. 9. PARK UNIVERSITY• Strategies • “On demand” web-based resources (self-paced virtual workshops), with pedagogical focus • Train-the-trainer approaches to equip satellite campus leaders • Virtual learning communities(around specific courses-in- development) • Virtual SIGs (around pedagogical topics) • Advisory council to coordinate multiple faculty development initiatives
  10. 10. PUBLIC: BOISE STATE UNIVERSITY• Institutional Culture • Largest of 3 State Universities • 19,993 Enrollment: • 85% Idaho residents • 91% live off-campus • 46% take eCampus course(s) • eCampus: • Students: 80% Idaho residents; 35% are 35+ • Courses: 257 (1,154 sections): • 3 undergraduate degree completion programs • 12 graduate programs • Faculty: 43% full-time tenure- track faculty or lecturers • Faculty Development: eQIP eCampus Quality Instruction Program • Year-round • Collaborative
  11. 11. BOISE STATE UNIVERSITY• Challenges 1. State University: $$ cuts 2. Students: high need and interest has yielded large number of online classes 3. Faculty: high % full-time • Voluntary participation • Motivation 4. Faculty Development Collaborative Model • Interdependence • Differing budget priorities
  12. 12. BOISE STATE UNIVERSITY• Challenges 1. State University: $$ cuts 2. Students: high need and interest has yielded large number of online classes 3. Faculty: high % full-time • Participation • Motivation 4. Faculty Development Collaborative Model • Interdependence • Differing budget priorities
  13. 13. BOISE STATE UNIVERSITY• Challenges 1. State University: $$ cuts 2. Students: high need and interest has yielded large number of online classes 3. Faculty: high % full-time • Participation • Motivation 4. Faculty Development Collaborative Model • Interdependence • Differing budget priorities
  14. 14. BOISE STATE UNIVERSITY• Strategies 1 & 2. Limited Resources; Daunting Task • Program • Cohorts 3. Faculty Buy-in • Preparation • Stipends • Approach 4. Faculty Development Collaboration • Communication • Allocation
  15. 15. BOISE STATE UNIVERSITY• Strategies 1 & 2. Limited Resources; Daunting Task • Program • Cohorts 3. Faculty Buy-in • Preparation • Stipends • Approach 4. Faculty Development Collaboration • Communication • Allocation
  16. 16. BOISE STATE UNIVERSITY• Strategies 1 & 2. Limited Resources; Daunting Task • Program • Cohorts 3. Faculty Buy-in • Preparation • Stipends • Approach 4. Faculty Development Collaboration • Communication • Allocation
  17. 17. THEMES & TRENDS• Creating • Devising consistent community around and effective discipline rather communication than instructional measures modality Community Communication Organization of Pedagogical Faculty Effectiveness Development• Maintaining a • Achieving an focus on teaching effective model over technology that includes both centralized and decentralized support
  18. 18. DISCUSSION POINTS
  19. 19. QUESTIONS & COMMENTS B. Jean Mandernach Director, Center for Innovation in Research and Teaching Grand Canyon University www.cirt.gcu.edu – jean.mandernach@gcu.edu Emily Donnelli-Sallee Faculty Director, Center for Excellence in Teaching and Learning Park University www.park.edu/cetl – emily.donnelli@park.edu Ann Randall Distance Education Faculty Professional Education Coordinator Boise State University www.boisestate.edu/distance – annrandall@boisestate.edu Amber Dailey-Hebert
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