Building Quality Courses Utilizing QM and Online Faculty Mentors
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Building Quality Courses Utilizing QM and Online Faculty Mentors

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Building Quality Courses Utilizing QM and Online Faculty Mentors Presentation Transcript

  • 1. Florence Spraggins, Alcohol & Drug Counseling Greg Kaminski, Distance Education Tani McBeth, Psychology Chris Hughes, Math Portland Community College
  • 2. Portland Community College
    • 90,000 students
    • Roughly 22,000 FTE
    • 4 main campuses
    • 18 - 22% of college enrollment online
    • 400 - 450 course sections / term
    • 25 - 30 new or revised courses / term
    • 2 designers – initial process
      • 4 Instructional Technology Specialists to assist
  • 3. Course Quality Assessment
    • Prior to 2005: course design checklist
    • Sp 2005: Simplified version of Quality Matters
      • Designer recommends / Dean approves
    • Winter 2007: Quality Matters at “70% level”
  • 4. Results of Review Process
    • Improved course quality, with issues:
      • Huge time commitment for 2 people
        • Difficult to hire more designers
      • Large number of old courses never reviewed
      • Limited SME scope
  • 5. Roots of Online Faculty Mentor Program
    • Inspired by “Online Faculty Lead” approach at Front Range Community College, CO
      • FRCC model: 14 online lead faculty cover the disciplines
      • Assist with getting faculty trained, course assignments, course reviews, student advising, development of standards
  • 6. PCC Online Faculty Mentor Program
    • “ Online mentor” vs. “Online lead”
      • Implied peer relationship instead of power
      • FT / PT
    • 8 mentors: cover many disciplines (not all)
    • Responsibilities:
      • Mentor new faculty in related disciplines
      • Course shell selection (takeover course)
      • Course reviews
      • Help with training (Best Practices sharing sessions)
      • Course design guidance
      • Assist DL with development of standards
    • Compensation: Hourly project rate
  • 7. QM Training
    • For mentors:
    • Through DL: 1-1 or “Applying the Rubric” workshop
    • QM workshops offered annually
    • For instructors:
    • “ Online Design Skills” course
    • QM workshops offered annually
  • 8. Results: Mentor Perspective
    • Reception of mentors
      • Finding the niche role as mentors, not evaluators
    • Results of using QM
    • Mentoring strategies
    • Liaison with SAC
    • SAC shell / core shell concept
    • Other benefits / issues
  • 9. Results: DL Perspective
    • Saving time
    • SME appeal
    • Personal mentoring 1 st teach term - helpful
    • Better connection with the SAC
  • 10. Issues
    • Mentor time constraints
    • Arranging follow-up mentoring – 1 st term
    • Takeover course selection issues / sharing intellectual property
    • Promoting college wide SAC collaboration
    • Quick access to shells & all course reviews
    • Instructors who don’t want any advice
    • FT / PT
    • District wide travel
  • 11. On the Horizon
    • Migration to new LMS
    • Ways to insure quality of “old” courses
    • “ Core course shells” created by team of instructors with input of the mentor (following QM standards )
    • Process for looking at “delivery” of course in addition to design ( Observation tool ) likely dept. chair instead of mentor
  • 12. Contact Information
    • Greg Kaminski, gkaminsk@pcc.edu, 503-977-4570
    • Florence Spraggins, fspraggi@pcc.edu, 503-731-6628
    • Tani McBeth, tmcbeth@pcc.edu, 503-244-6111, ext. 3346
    • Chris Hughes, christopher.hughes 1 @pcc.edu, 503-614-7691