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Project IV

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Online tenure and promotion instructional unit

Online tenure and promotion instructional unit

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  • 1. Online Tenure and Promotion Instructional ModuleCollege and Journalism and Communications
  • 2. The tenure and promotion packet is probably the most important document in a tenure-Context accruing faculty member’s career. How they present themselves in this document will affect the path of their career at their university, therefore it is of utmost importance that the packet be filled out accurately and knowledgably. This project concentrates on a faculty member’s ability to prepare the packet with the utmost ease and efficiency.
  • 3.  The packet traditionally moved through the system manually, but the University of Florida is now beta-testing the process in an onlineNeed for environment. The College of Journalism andinstruction Communications (COJC) is one of the colleges testing this online process. Since the faculty member fills out the packet two times in a 7 year period, it is imperative that the system be self- explanatory and easy to follow. While faculty have mentors who help them with understanding what content is necessary in the packet, it is up to the faculty member to compile the information so that it best reflects their body of research, teaching and service.  The advent of the online process has highlighted the differences and difficulties that faculty experience when compiling their packet. Some of these stem from a lack of comprehending the requirements of each of the packet’s sections and some from not understanding how to maneuver the new online process.
  • 4. This instructional unit combines cognitive and behavioral learning theories. The computer based instruction requires measureable responses to masterLearning the content, an acceptable level of achievement toTheory proceed to the next level and the content is presented in small steps in a highly sequenced manner. All of these instructional strategies apply the behavioral learning theory. Cognitive learning theory with a constructivist instructional strategy is applied to the overall module. A certain level of relative schema in each faculty member is expected. This has been garnered over the six years leading up to the production of their T&P packet. The ability to apply this prior knowledge to new tasks is important to success in this module. The presentation of the information in ‘chunks’ also employs the cognitive learning theory that the working memory is limited in how much it can hold. Finally, the learning will be meaningful as new knowledge is constructed, as they will be able to relate it directly to their personal situation, making it relevant and memorable.
  • 5.  All faculty undergoing this process have an education at a master’s or doctoral level.Learner  They are male and female, normally over theCharacteristics age of 25, so they are considered adultThe tenure accruing faculty will learners.be referred to as candidates inthis presentation.  They are multi-cultural and may or may not be native English speakers, however they are all proficient in the English language.  Their attitudes can vary as to the use of an online system: some may fear confidentiality breaches due to putting the information online, some may think it is a bother to learn another process and would rather just do the system manually. Other more tech-savvy faculty may prefer the lack of paper, the portability of an online system and the ease of use (i.e. not having to insert all teaching evaluations manually)
  • 6.  The goal of this instruction is for T&P candidates to accuratelyGoals, Objective maneuver the online T&P system.and Material Secondary goals are to increase compliance in packet completion and to increase confidence in the sequencing of the packet process.  Instruction will be conducted with computer based instruction (CBI) supplemented by training leader as guide.  The first 7 objectives will be guided by the trainer. The remaining objectives will be self-paced. The assessments in the CBI training will use ‘answer-until-correct” feedback.
  • 7. Objective 1:Embed Collegecalendar in personalcalendarTraining leader will have thecomputer projected on to ascreen at front of classroom.Candidates will be required tobring personal laptops to class.The leader will ask thecandidates to open a browserwindow and: 11. Navigate to MyCJC to accessFaculty link through the JOUwebsitehttp://www.jou.ufl.edu/2. Navigate to CollegeGovernance and Administrative 2Resourceshttp://my.jou.ufl.edu/governance-and-administrative-resources/
  • 8.  The calendar will be created so the file can be downloaded in a .csv format and then be imported intoObjective 1 (cont.): the candidate’s Outlook Calendar or Google Calendar.Embed CollegeCalendarNext, the leader will askcandidates to:Select College Tenure andPromotion Calendar 2012-2013Download according toinstructions.This will embed the timeline forCollege’s tenure process in totheir Outlook or Googlecalendar.Having the calendar scheduleembedded in their personalcalendars will help candidatesstay on track once theirsubmission process begins.
  • 9.  Assessment: 100% success rate in completing this procedure. College calendar is embeddedObjective1: in their personal calendar. Teacher will walkAssessment around room and ensure completion and assist with anyone having trouble.
  • 10. Objective 2: Locate the“Guidelines &Information regardingthe Tenure, PermanentStutus and PromotionProcess for 2012-2013”The leader will give candidatesthe link to locate the guidelinesand save them to their hard-drive, or they can keep theguidelines up on their screen forreference.http://www.aa.ufl.edu/tenureExplain to candidates that theCollege is in a pilot testingprogram for the online T&Psystem. The program will beUniversity-wide by 2014.Explain the benefits of an onlineprocess.
  • 11. Objective 3: Alertcandidates to commoncompliance errorsWhile the candidate is lookingat the T&P criteria on theircomputer, the leader will review Section 2: Most candidates in the College keep the section to about aeach section of the guidelines half page, however there is no limit to the amount writtenand point out the anyidiosyncrasies of a particular Section 3: Again, a succinct description is best. In the College, thissection. Some of the areas are section is normally 4 to 5 paragraphs.described here. There will be 5main areas that are pointed outwhere the candidates in theCollege normally havecompliance errors. Examples ofthese sections that arecompliant will be shown. Section 4: Explain here theCandidates can also ask detail of calculating FAR – doquestions any about particular not count on your Chair to dosections. it for you. Candidate should be able to calculate with online reporting. This will eventually be auto-populated in online template.
  • 12. Objective 4: Materialthat belongs in Section33Leader will explain the purposeof Section 33. This section canhave corrections added to it atany time throughout the onlineprocess, either by the candidate  Section 33: Review items that are appropriate for this section and those thator the reviewers. Additions can are not.be made until the packet leavesthe College and goes toAcademic Affairs. If a change oraddition is made to Section 33by someone other than thecandidate, the candidate willreceive an email notificationand they will have to approvethe addition. Candidates shouldknow that AA evaluators aretold to check in Section 33before they review the packets,so they will see the correctedversions first; therefore,candidates should not be shyabout making thecorrections/additions.
  • 13. The candidate will be given a sample assignment table (Sect 4) and be askedObjectives 3&4: to calculate the activity distribution.Assessment After they have had adequate time to make calculations, the teacher will show the correct answers on the screen. They will then be given the UFL link and locate their own effort reports. They are given the chance to calculate one or two years of their own assignments. This will make the assessment relevant and useful to the candidate. Any problems can be identified at this time. The leader will also orally ask candidates to describe 5 common errors in packet completion as well as select the items that do and do not belong in Section 33.
  • 14. #1: The CandidateObjective 5: #2: The Designee EditorIdentify roles in #3: Department Administratorthe process #4 : College AdministratorThe leader will present a slide #5 : Chairthat describes the main actors #6: Deanin the online T&P process andexplain the role that each plays  After the roles are explained (aural learning) thewithin the College. This will instructor will direct candidates to a link where they canenable the candidate to beaware of who is responsible for click to download on to their computers the names andwhich portion of the packet. emails of each of these people. This will give them a takeaway.  Assessment: Distribute a printed matching exercise: have the candidates match the actors to their role.
  • 15. 1Objective 6:Locate FacultyPromotion &Tenure link 2Leader will have all candidateslog on to My.UFL to begin theonline T&P process. Explainthey must be connected to theInternet, have Gatorlinkpassword. Perform steps 1,2, 3.Step 4: Navigate to UF Faculty 3Promotion and Tenure 4
  • 16. Objective 7: Downloadand save the T&PtemplateNavigate to the page: WorkforceDevelopment > Faculty Events >Online Promotion and TenureUsing their personal laptops, thecandidates will now downloadtheir templates from link shown at Selectright.Have candidates save these to theirhard-drive or USB as a doc file.Discuss which parts of the packetwill auto-populate when they arefirst downloaded, and they willwork from that copy to completetheir packet.The templates will have auto-populated in Sections 5, 7, 10 and12. Ask candidates to review theirpackets and note any possiblediscrepancies. Referring toObjective 5 (roles), have themidentify who they should reportproblems to.
  • 17.  For MAC Objective 8: Creating  http://www.youtube.com/watch? PDF files v=bG7wZK1R4C8The leader will explain the useof PDF files in the packet. Afterthe candidate has created allSections of their packet, theymust convert them to PDF files.Stress that only PDF files can be  For PCuploaded on to the online T&Psystem.  http://www.youtube.com/watch?The candidate will have beenworking with multiple DOC files v=3Aj8VRt0v6cand now must compile them into one PDF file to upload.Ask them to navigate to thetutorial and bookmark the link.They can then watch the processof creating one PDF file out ofmultiple DOC files. Having thislink bookmarked gives them atakeaway to refer back to.
  • 18.  Candidate now will follow a CBI that guides them through uploading packet and all steps required of them in the process.Objective 9: Follow the Table of Example:stages of the online Step 7: Clickprocess Contents on VIEW to Assign see packet isThe leader will now have Faculty uploadedcandidates load the CBI Designee correctly. If(website to be created). Upload user selectsCandidates maneuver through Tenure and wrongthe CBI process by using a self- Promotion Packet button, thepaced program. By clicking on appropriatearrows, the screen will advance ETC one willto the next step. Arrows will User can flash and theindicate where to go at each navigate screen willstage. A Table of Contents between not changescreen on the left will let them TOC when until theknow where they are in the needed correctprocess and allow them to skip button isbetween sections, or go to ones selected.that interest them. There will beno guided simulation, rather Navigation buttonsonly text and arrows indicating will give the userthe next step. Unless they skip self paced controlthrough on the TOC, theycannot progress until they dothe procedure in the correctorder.
  • 19. 100% completion of CBI tutorial.Objective 9: Arrive at final slide.Assessment
  • 20. Objective 10: Identify Uploadstage of packet in TemplateprocessWhen candidates havecompleted CBI for T&P process, Sign Waiverthe program will present a Cover Sheetsituation to them where theyhave to organize the tenure andpromotion packet process in aninteractive flowchart. OPT notification of Dept Review Respond Chair’s letter Assessment: Candidate will arrange the flow chart in the correct order with 100% accuracy. The program will not allow for misplaced stages. (FLASH program to be developed)
  • 21. Department Review Respond right away. CJCObjective 11: Identify does not have review at this levelwhen candidate needsto respond 5 daysUsing the similar flowchart Chair’s lettermethod as in Objective 9, thecandidate will place the numberof days between each step inwhich they have to respond or 10 dayselse the material isautomatically added to thepacket and moves to the next Correction to 10 daysstage. evaluative letter Respond right away. CJC does not have Review at this level Department Review Assessment: User will move the objects around to show understanding of temporal sequencing in the T&P process . The objects won’t ‘stick’ if placed in the wrong order. Dean’s letter They will turn a color (green) when placed correctly.
  • 22. ConclusionLearners will be directed to alink that hosts a graphic of theoverall flowchart for the onlineT&P system. (To be created)This link will then havehyperlinks back to eachparticular stage of the process.They will be given a printedhandout with a list of whom tocontact for technical orprocedural problems.  Assessment/Takeaway: Flowchart will have embedded hyperlinks at each stage of the process that link back toThey will also be given a printed page of the CBI for future referral. This will help give ahandout of the entire visual reference while they are going through the onlinepresentation to use as a process.reference.
  • 23.  I met with two faculty members and gave them a presentation of this instructional unit. As I would need a developer to create some of the processes, a complete instruction was not possible. After the presentation, and combining the connoisseur based and decision-orientedAssessment Experience approach, they were asked to provide feedback as to the perceived effectiveness of the instructional module– the interactivity and navigability, and the quality of the instruction (how are instructions, does it give you support, is it organized properly?) and interest: does it motivate you, interest you? What is its perceived value?) I provided them with a questionnaire which they returned to me in digital format.  While it would have been ideal to have more than two people in the small group, it was quite challenging to find professors that had the time to participate in this process. The two that did participate had disparate remarks in their evaluation, and so certainly a third or fourth person will be needed to determine if either of their answers are more representative of the larger group (ie: College faculty)  The overall assessment however was that a course of this type would be extremely useful to candidates and they encouraged the pursuit of bringing this product to reality.
  • 24. Configuration/Linkages:  The key relationships in this instructional unit are between the instructional designer, the administration and the faculty. MostImplementation: CLER faculty find the tenure and promotion process to be stressful andModel some view the conversion of the process to an online system suspiciously, while others embrace the idea for they understand it’s aim is to simplify the process. The administrators, adhering to a management model of ‘shared governance’, must be supportive of the desires of the majority of the faculty - they are unable to create a mandate that requires all faculty to take this instructional unit and so faculty could end up choosing to bypass the training and simply rely on ‘self discovery’ to go through the online process. Environment:  The administration first needs to assure the suspicious faculty that the online process will be easier than the traditional method and that the system is secure. Faculty to faculty relationships are also key as those faculty who participated in the 2012 beta-testing of the online process need to assure the 2013 faculty that the new system is better. If both of these units provide a positive stance on the new online system, the 2013 faculty should be more motivated and willing to take the training and in turn, this should enhance their performance.
  • 25. Resources  This course requires material, personnel, institutional and conceptual resources, which the administration isImplementation: CLER able to provide. Access is needed to the College’s networkModel (cont) to host the computer-based instruction for the portion of this training. A leader is needed to give the instruction and this could be done by a willing, tenured faculty member or by an administrative assistant who has been trained in the T&P process. Space to hold the instruction will be easily accessed within the College and technical support can be given by either the College’s IT personnel or at the university level, depending on the need.
  • 26.  16 months prior to tenure selectionSequence for date:implementation  Fully develop materials to be used training.  14 months prior to tenure selection date:  Train two administrative assistants on the instructional materials so they can lead the training. Offer the same or any tenured faculty members who would like to be involved in this service.  Schedule rooms for training.  12 months prior to tenure selection date:  Conduct the training with the candidates going up for tenure.
  • 27.  Barron, Ann E., Designing Web-Based Training, University of South Florida Interactive Media Corporation. Retrieved from: http://itforum.coe.uga.edu/AECT_ITF_PDFS/paper26.pdfReferences  Janicki, T., Liegle, J. (2001).Development and evaluation of a framework for creating web-based learning modules: A pedagogical and systems perspective, , JALN, 5 (1)  McAdams, Mindy. (2010) How to do stuff in Flash with Action Scrip 3.0. Retrieved from: http://flashjournalism.com/CS4examples/main.html  Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing Effective Instruction. Hoboken, NJ: John Wiley & Sons, Inc.  Song, S. H., Keller, J., (2001).Effectiveness of Motivationally Adaptive Computer-Assisted Instruction on the Dynamic Aspects of Motivation, ETR&D, 49,( 2) pp. 5–22  Taylor, B. (2001) Designing a successful web-based tutorial, LLRX.com. Retrieved from: http://www. Designing%20A%20Successful%20Web Based%20Tutorial%20%7C%20LLRX.com.webarchive