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Sloan C Pres Fac Dev Measurement

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  • 1. Measuring Impact of Faculty Development Effectiveness
  • 2. Program Plan
      • Overview/welcome
      • Institutional setting & fac dev context
      • Framing of Fac Dev Programs
      • Role of Learning Community (Alex 2-3 minutes)
      • Framing Question
      • Metrics Options
      • Summary
  • 3. Overview/welcome (Ragan)
      • Program welcome
      • Introduction of presenters
      • Program format and outcomes
  • 4. Institutional & Fac Dev Context
      • Size of organization
      • # of programs
      • types of programs (blended/online)
      • # of students and faculty
      • type of faculty
      • incentives
      • Length of time online
      • local or geo dispersed (re: faculty pop)
  • 5. Framing of Fac Dev Programs
      • Structural Frame
      • Human Resources Frame
      • Political Frame
      • Symbolic Frame
    •  
    • Make Judgments
    • Gather Info
    • Get Things Done
  • 6. The Faculty Development Learning Community
    • In SLN we cultivate our faculty (& IDs) as communities of practice.
      • Elements: Faculty center: announcements, shared resources, (events, opportunities, networking, etc.)
      • Faculty conference
      • Courses for observation: share what we know. Faculty agree to share.
      • Faculty roundtable – to transition new faculty from design to delivery
      • RFIDI: roundtable of experienced faculty
      • IDs have brownbag lunches
      • We are practitioners too. IDs also teach online.
      • Lead new faculty trainer is an online prof. at a campus.
      • Shared interests by discipline and by topic: (NING and DIIGO) Research hub.
  • 7. How do we know when faculty development has been effective?
  • 8. Key Performance Indicators
      • Has adequately equipped faculty w/ online teaching competencies necessary for success (Larry)
      • Has met faculty professional development needs (did you learn what you expected to learn) (Chris)
      • Has made a positive Impact on faculty experience of teaching online (I learned something I can use in class) (Chris)
      • Has had positive Impact on the student experience (satisfaction, retention, performance, achievement) (Alex)
      • Has resulted in faculty retention (Susan)
      • Has created an awareness of technology and pedagogy (Shari)
      • Has created and maintained a community of practice (Shari)
  • 9. KPI 1: ADEQUATELY EQUIPPED WITH THE ONLINE TEACHING COMPETENCIES NECESSARY FOR SUCCESS (LARRY)
      • Faculty self-report of performance
      • Student-evaluation of instructor performance
      • Measurement/observations of behaviors
      • Others. . . .
  • 10. KPI 2. MET FACULTY PROFESSIONAL DEVELOPMENT NEEDS (CHRIS)
      • Pre/Post-assessment of faculty needs (faculty self-report and skills assessment)
      • Pre/Post assessment of faculty expectations of development activities
  • 11. KPI 3. Has made a positive Impact on faculty experience of teaching online (Chris)
      • Faculty self-report upon completion of professional development activity
      • Faculty self-report 1-4 semesters after completion of professional development activity
        • public highlight of example
        • incentives for longitudinal impact study
  • 12. KPI 4:  HAS A POSITIVE IMPACT ON THE STUDENT EXPERIENCE (ALEX)
    • In SLN it is impossible to separate the student experience from the faculty experience. Our faculty development program is grounded in an approach that  purposefully targets effective course design and mangement strategies, and measures positive impact on faculty and student online experiences.
    • ********
      • Student satisfaction
      • Reported learning 
        • report learning same or more than f2f
      • Would take another online course 
  • 13. KPI 5: Faculty retention (Susan)
      • Incentives for full time faculty--for adjuncts may differ in some respects, same in others
      • Satisfaction with teaching experience based on good preparation, sufficient resources and support, sense of contributing to learning experience, positive contact and feedback from students
      • Professional development available to suit point in career, available online to assist with time management
      • Sense of community through discussion, sharing, in both informal settings and in professional dev participation; opportunity to mentor other faculty
  • 14. KPI 6. Create an awareness of technology and pedagogy (Shari)
      • Number of faculty presentations and publications
      • Number of licenses purchased for faculty use
      • Quantity of book requests from the library
      • Colleague referrals
  • 15. KPI 7. Foster community (Shari)
      • Number of faculty lead presentations on campus
      • Number of sabbatical studies
      • Attendance at Community of Practice sessions
      • Number of shared mentoring or teaching experiences
      • Quantity/quality of co-authored publications
      • Attendance at conferences and retreats
  • 16. Wrap-up