Academic Professional Development ProgramsCollaboration between CPD Academic Programs, SLN Education Services, and OLIS-  ...
Programs, Competencies, and Stakeholder AudiencesPHASE I1. Online international collaborations        Success in Online C...
5. Teaching and Learning - Introduction (audience could be new faculty with little experience teaching or   new profession...
9. Teaching and Learning - Advanced (experienced faculty or experienced professionals involved in the   support of teachin...
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CPD/SLN/OLIS certificate programs - SLN SOLsummit

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Kim Scalzo's overview of the proposed joint certificate programs at Doodle day SLN SOLsummit 2011 March 11, 2011
http://slnsolsummit2011.edublogs.org

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Transcript of "CPD/SLN/OLIS certificate programs - SLN SOLsummit"

  1. 1. Academic Professional Development ProgramsCollaboration between CPD Academic Programs, SLN Education Services, and OLIS- Goals and Target Audiences o CDP - Meet the prof dev needs of the TLT group (TLCs and TLTCs) o SLN - Meet the prof dev needs of returning SLN faculty, instructional designers for online programs, and faculty teaching web-enhanced courses on-campus o OLIS - Support prof dev needs of blended librarians/emerging technologies librarians – librarians focused on the integration of technology into library services and the integration of library services into the curriculum- Competency-based programs that lead to “certificates” in: o Online international collaboration o Administration of Online Programs o Assessment o Instructional Technology o Emerging Library Services o Online Teaching o Teaching and Learning – Introduction o Teaching and Learning - Advanced o Support for Faculty Teaching Online for Instructional Designers- Content would come from o SLN Staff o CPD Staff o OLIS Staff o Other staff w/in the Provost’s Office o Other SUNY Leadership o Faculty, Staff, Librarians, and Instructional Designers from stakeholder audiences across the Campuses o Experts we bring in from outside of SUNY o Vendors (Pacific Crest, others)- Potential Attendees o SLN members o CPD members o Non-SLN/non-CPD SUNY attendees o Non-SUNY attendees- Format and Delivery of certificate components will vary and will be based on needs and constraints of each target audience – examples will include: o Format – courses, workshops, seminars, webinars, etc. o Delivery – face to face, online, synchronous and asynchronous o Locations – CPD, campuses, conferences, business meetings, etc.- Timeline for Phase I Programs o Validation of programs and competencies with stakeholder organizations in Fall 2010 – Spring 2011 o Program and content development in Spring - Summer 2011 o Promotion in Summer 2011 o Delivery of first programs in Fall 2011
  2. 2. Programs, Competencies, and Stakeholder AudiencesPHASE I1. Online international collaborations  Success in Online Cross-cultural communications  Effective practices in online teaching  Creating and Sustaining Effective Partnerships  Management of international course collaborations (course regn issues, time zones, who gives credit, where is tuition paid, library services, technology support, etc.)  Effective use of Social Media – Introduction Target Audience for Review (John Rubin, COIL Center, Mitch Leventhal, faculty who have worked with COIL, international programs staff who work with faculty)2. Administration of Online Programs  Strategic Planning for Online Programs (strategy, positioning, financial model, support requirements, etc.)  Ensuring Quality in Online Programs  Management of Online Program Operations  Considerations for Online Faculty Selection and Professional Development  Effective use of Social Media – Introduction  Effective use of Social Media – Advanced (focus on administration of online programs)  Financial Models for Online Programs  Technologies and tools to support online programs Target Audience for Review (DOODLE, CIO from a campus, AVP from a campus)3. Instructional Technology – effective use of technology in instruction (for instructional technologists – EdTOA)  Build or Buy: Planning for technology infrastructure  Building partnership with IT staff, instructional designers, and faculty  Technology and Tools to support face to face instruction  Effective use of Social Media – Introduction  Effective use of technology in support instructional strategies (including mobile devices) 2 Target Audience for Review (SLN IDs, FACT , TLT Center Directors, EdTOA)PHASE II4. Online Teaching (this could be the evolution of the current SLN new faculty training – we need to think this through more in relation to the longer term needs of fully online and web- enhanced faculty)  Effective practices in online teaching (Instructional design)  Effective use of Social Media – Introduction  Effective use of Social Media – Advanced (focus on online teaching)  Continuous improvement of online courses (self-evaluation and continuous improvement – QM and other rubrics)  Learning Management Systems as a tool to support online teaching 2 Target Audience for Review (FACT , SLN, DOODLE)
  3. 3. 5. Teaching and Learning - Introduction (audience could be new faculty with little experience teaching or new professionals involved in the support of teaching and learning)  Active learning techniques/practices  Assessment of learning outcomes (course level)  Instructional design process  Student-centered teaching models to improve quality in higher education  Integration of academic support services into instructional strategies  Technology enhanced instruction  Advising students  Effective use of Social Media – Introduction or Advanced 2 Target Audience for Review (FACT , Faculty Developers, TLT Directors, SLN IDs)6. Support for Faculty Teaching Online for Instructional Designers  Technologies and tools to support online programs  Effective use of Social Media – Introduction  Continuous improvement of courses (self-evaluation and continuous improvement – QM and other rubrics)  Establishing a Faculty Professional Development Program  Course development support models (team approaches, survey of models, etc.)  Integration of academic support services (libraries, writing center, computer center, tutoring centers, math labs, etc.) into instructional strategies 2 Target Audience for Review (FACT , DOODLE, SLN IDs, Blended Librarians)PHASE III7. Assessment (This needs to be defined more)  Program level assessment  Considerations for accreditation (student services, faculty support, library services, financial resources, technical infrastructure, quality assessment, etc.)  Assessment of learning outcomes (course level)  Tools for assessment Target Audience for Review (Assessment Advisory Group within the Provost’s Office, Faculty/Staff responsible for assessment and accreditation on the campuses, Library rep w/expertise on assessment, Dean, Dept Chair, SLN IDs)8. Emerging Library Services - Integration of technology into Library Services and integration of library services into the curriculum  Building partnership with IT staff, instructional designers, and faculty  Effective practices in online teaching  Innovative uses of technology in library services (including LMSs)  Integration of Library services into the curriculum  Effective use of technology in support of instructional strategies (including mobile devices)  Effective use of Social Media – Introduction  Effective use of Social Media – Advanced (focus on library services) Target Audience for Review (SUNYLA information literacy group, SUNYLA IT group, Library Directors)
  4. 4. 9. Teaching and Learning - Advanced (experienced faculty or experienced professionals involved in the support of teaching and learning)  Course Redesign for learning effectiveness and cost-effectiveness (NCAT Model and CRI outcomes)  Teaching Portfolios  Continuous improvement of courses (self-evaluation and continuous improvement – QM and other rubrics)  Effective use of Social Media – Introduction or Advanced  Web-enhanced teaching  Advising students 2 Target Audience for Review (FACT , Faculty Developers, TLT Directors, SLN IDs, Provost Office staff)

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