This project was initiated by the Dean of Workforce Development requesting that the departments under her develop a uniform and consistent approach to the hiring, selecting, supporting, and training of the divisions instructors. These departments used various methods to select and prepare their instructors. It was felt that more consistyent methods should be established.
Identify the need and targeted learner
One of the planning and design development tools that I found helpful was Smart Sheet, a collaborative online project manager, that allowed me to share documents, project timelines, and progress toward completion. Here is a look at what the tool looks like. (Link on Page)
Project Design time line
My research helped to identify some of the more important training or resource topics that should be included in any instructor orientation. Discuss a couple.
One research study identified these topics as the most popular. Interesting that technology was more than twice any other topic.
Statistics show a rise in part time adjunct faculty. My internal research also needed to evaluate the difference in the casual, full time, part time, and contracted instructors. Some legal discussion arose from this research that questioned the proper label of sub-contractor for the instructors. These controls placed on them and any requirement to complete training could define the sub-contracted instructor as an employee.
Some internal research helped identify the need for real time instruction or assistance. Many instructors did not have access to employee information and a link to these resources could be provided through this orientation. Other important topics identified included; Parking, Room directions, Use of equipment, How to contact security.Problems included; Projector didn’t work, Room was locked, Didn’t know password for computer,Couldn’t find USB, computer cabinet locked, Additional Students not registered, Student Issues - several, Couldn’t connect my laptop, Parking
The design solutions were to develop a online access to a course management system that would provide links, information, and access to important documents.
A flow chart was created using Visio.Discuss topic headers after initial log on
More flow chart information. Topics with blue outline provided additional subtopics and pages.
Challenges were caused by multiple departments, directors, and needs, changes in personnel, and the elimination of a department.
Project development spanning six months
Outcome of the project was this course and information resource.
An acceptance of terms and policies assessment was created to collect a record of acceptance from all the instructors.
Challenges : Personnel, CMS, Changes
Implementation results were measured using an online survey.
Results of feedback Good, Bad, To be determined
The migration of WebCT to D2L was not as successful as we had hoped. All the graphic parts were dropped and headers and footers on various pages were not linked to the pages they were associated with. Loss of interest or support, perhaps with the loss key subject matter experts.
1. Online Orientation forNon-credit Instructors
2. Contextual Statistics Workforce Public SafetyEntrepreneurial Non-Credit Continuing Education Health Care
3. Online Orientation for Noncredit Instructors
4. The TargetThe Non-Credit Instructor
5. Smart Sheet
6. Research Outcomes Instructor Orientation Topics Professional Faculty Development Handbook Student Affairs Technology PhilosophyHR Policies Mission & Student Vision Demography
7. Research Popular Topics for Orientation Percentages 7 7 19 Technology Student Affairs 8 Research processes Teaching Strategies HR Laws 9 Benefit Enrollment 8
8. Research Faculty, Adjunct, or Instructor 2 % increase in part time adjunct faculty each year 67 % of faculty at community colleges are part time adjuncts Casual instructors, Full time Staff Instructors, Full time Faculty, and Contracted Instructors
9. Research Internal Surveys Real Time Instruction or Assistance Which Topics are Most Important? Types of Problems Experienced