Designing Programs

2009
Institute for
New Faculty Developers
Designing Educational DevelopmentPrograms
Lynda Milne
Michele Neaton

Are you ready?
You’ve thought about learning
And how faculty as learners ARE students
You’ve reviewed learning theories
And how learners are motivated
You’ve considered our clients and their needs, and
Discussed ways to engage faculty.
So are you ready to design some programs for these faculty-learners?

Ok, then let’s design
ADDIE Model of Instructional Design
Analyze and assess
Design
Develop
Implement
Evaluate
Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, May/June 2003.
Backward Design Model
Identify desired results
Determine acceptable evidence
Plan learning experiences and instruction
Wiggins, G., & McTighe, J. (2005, 2nd Edition). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development

Alas…3 steps will not a plan make
Before goals can be identified, context and situation must be considered.
Define goals and objectives
Identify meaningful assessments, evidence
Plan learning activities, materials
Create structure and sequence
Identify tools and resources needed
Devise evaluation methods
Develop marketing plan and materials
Adapted from Fink, L. D. (2003). Creating significant learning experiences. San Francisco: Jossey-Bass.

Some examples
One-goal-at-a-time worksheet
Summarize your design worksheet
Our worksheet with Dee Fink

How well-designed?
Goals clearly stated?
Significant outcomes at the forefront?
Measures and evidence appropriate?
Valid relationship to goals?
Meaningful indicators?
Short- and long-term evaluation?
Methods appropriate and sound?
Reasonable uses of faculty time?
Contextually appropriate and productive?
Motivation developed, rewarded?
How well-integrated is the program, in its design and in its relationship to other programs at your center/institution?

One final suggestion
What (K-12) Research Tells Us
Professional development that is short, episodic, and disconnected from practice has little impact.
Well-designed professional development can improve practice and increase student achievement.
A review of high-quality experimental studies found that among programs offering extended PD (49 hours on average over 6 to 12 months), student achievement increased by 21 percentile points. (Yoon et al., 2007)
Wei, R. C. , Darling-Hammond, L.., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. National Staff Development Council.

Resources
Understanding By Design (Vanderbilt Center for Teaching)
http://www.vanderbilt.edu/cft/resources/teaching_resources/theory/design.htm
What is Significant Learning?
http://www.ou.edu/pii/significant/WHAT%20IS.pdf
Creating Significant Learning Experiences (Fink)
http://books.google.com/books?id=yycqudpQkQwC&pg=PP1&dq=l.+dee+fink
SDSU Course Design Institute - Faculty Development Program Design
http://sdsu-cdi.wikispaces.com/Faculty+Development+Program+Design
How Do We Get There From Here? Program Design for Faculty Development
http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ127981&ERICExtSearch_SearchType_0=no&accno=EJ127981
Components of an Effective Faculty Development Program
http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ114403&ERICExtSearch_SearchType_0=no&accno=EJ114403
Professional Learning in the Learning Profession (National Staff Development Council)
http://www.nsdc.org/news/NSDCstudy2009.pdf
All above links at http://www.diigo.com/list/lmilne/