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Unintended Consequences: Faculty Buy-in to Using Technology
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Unintended Consequences: Faculty Buy-in to Using Technology


A report on a 5-year initiative at Passaic County Community College to use technology to improve writing instruction.

A report on a 5-year initiative at Passaic County Community College to use technology to improve writing instruction.

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  • 1. MEASURING FACULTY BUY-IN TO Unintended INSTRUCTIONALConsequences TECHNOLOGYKenneth RonkowitzPassaic County Community College
  • 2. What pointed us in the right direction andWhat stopped us along the way
  • 3. INTENDED CONSEQUENCES Build College Level Writing Center Introduce Increase Technology Writing into Students & 25 Gen-Ed Faculty Classes Writing Initiative Improve Improve Critical Information Thinking in Literacy Writing
  • 4. HOW DO YOU GET BUY-IN? Faculty Buy-in„ -- to What? By Trent Batson The phrases “faculty resistance,” or the “lack of faculty buy-in” to adopting information technology for the core teaching/learning paradigm, have become by-words in academia. Yet both phrases are empty and lead nowhere; they are phatic, having a social purpose (bonding among technology advocates) but they contain no useful information. Technology advocates urge faculty members to go away from what they’ve been doing but don’t explain what they should go toward. It is not enough to go toward a set of new teaching and learning practices… The goal cannot and should not be just to use
  • 5. TRAINING CYCLECOMMON ADVICEStart with championsDon‟t “require” thetechnologyMake the tech the rewardMulti-faceted training
  • 7. PRE-LAUNCHBuy-in starts by having facultyinvolved with the initiative in theplanning stages.
  • 8. OUR TIMELINE - 21 MONTHS TO LAUNCH Planning Course (writing Redesignthe grant, , F07 – CWC, Summer January 08) 2007) Funding Launch (F07) (Fall 08, five Planning Phase 2 courses)
  • 10. • In our first Faculty Institute, we piloted our portfolio product. • It was a disaster • We changed products prior to launch.
  • 11. After the first pilot semesterwe focused on fewer techtools.We needed to better defineterms (What is “formal writing”and a “significant” part of thegrade?)& improve facultyexpectations
  • 12. Our efforts have been recognizedwith the 2012 Diana HackerAward for Two-Year Colleges infostering student success inwriting.
  • 13. So… Whatworked?
  • 14. ASSESSMENT LEVELSand Methods•Class (student portfolios)•Program (student & facultysurveys, focus groups)•Grant (Institutional Research)
  • 15. A Few Big Ideas
  • 16. 1 There is no Field of Dreams.Just because you build it,doesn‟t meanthey will come and play
  • 17. 2 WhenDon‟t Work,
  • 18. Faculty will use Technology (and pedagogy) 3 they see how it helps themNOT just because it helps
  • 19. PRACTICE 4 Course Redesign not just decoration or “Tech for the sake of tech”Don’t offer (tech) solutions toproblems that are not seen as problems
  • 20. Cultivate5
  • 21. Whether or not you are on a grant6 $$For life after
  • 22. Sustainability andInstitutionalization is more thanfunding Staffing Training Assessment Supervision Leadership
  • 23. The Dept. of Education asks us: “What were any unintended[tech] consequences (positive & negative) of the program?”+ Wide acceptance of LibGuides beyond our intendeduse- Resistance overall to technology by faculty- Perception of what is “technology” (by students ANDfaculty)- Some faculty saw the tech as getting in the way ofthe writing (which they saw at the real point of theInitiative)+ Writing Intensive elements being used in non-WIcourse sections+ Student acceptance of WI courses (and success inthem)
  • 24. About the Initiative Ronkowitz EdTech Blog Design template: