Provided during the 2019 National Institute for Staff and Organizational Development Conference on Teaching and Leadership Excellence, this slidedeck introduces the Best Practices for Teaching Online program, speaks to the NISOD partnership, and campus considerations for implementation.

2. BEST PRACTICES FOR TEACHING ONLINE
Steve
Sosa
Dean of eLearning &
Instructional Support
Dr. Stephanie
Scroggins
Executive Dean of
Social Sciences
Jennifer
McGuire
Instructional
Technologist
Rebecca
McDowell
Director of Professional
Development

3. STATE OF FACULTY PROFESSIONAL
DEVELOPMENT IN ONLINE LEARNING

4. STATE OF FACULTY PROFESSIONAL DEVELOPMENT
Related to Online Learning:
• Acknowledge Importance of Continuous
Training/Development
• Evolution of Technology
• Teaching Practices Evolve
• Student Expectations and Preferences Evolve
• Range of Skills Necessary

5. STATE OF FACULTY PROFESSIONAL DEVELOPMENT
Reality of Higher Education:
• Limited Funding
• Limited Staff
• Formal Programs can be Expensive
• Licensing/Participation
• Instructional Design Team/Infrastructure
• Not Seen as Mission Critical

6. STATE OF FACULTY PROFESSIONAL DEVELOPMENT
MATH ENGLISH HISTORY SPEECH PE BIOLOGY PSYCH COMPUTERS

7. INTENTIONAL EFFORTS AT MVC

8. INTENTIONAL EFFORTS AT MVC
• Sought to improve performance
• Focus on quality and consistency in online
programs and course offerings
• Provide faculty with opportunities for personal
growth and professional development
• Investment in one of our most valuable
resources, our faculty

9. INTENTIONAL EFFORTS AT MVC
• Focused on desired student experience
• DCCCD Strategic Priorities
• Streamline navigation to and through our system
• Consistency in information and process
• MVC Core Value
• Accommodate 21st century learners by adopting
innovations that promote greater student success

10. “How might we involve others, seek
external recognition, and create a program
faculty would be proud to be a part of?”

11. INTENTIONAL EFFORTS AT MVC
Formation of eLearning Work Group
Goal:
• Improve quality, scale, and breadth of online program
and offerings
Deliverables:
1. Summary of Best Practices for Teaching Online
2. Faculty Checklist for Developing Online Courses
3. Professional Development Plan to Support Online
Faculty

12. INTENTIONAL EFFORTS AT MVC
• Comprised of 26 dedicated faculty and
support staff
• Met several times over the span of multiple
semesters
• Presented findings and recommendations
• Vice President of Instruction
• Faculty forums
• All faculty email

13. Ismael Aleman
Jean Baker
Doris Barnard
Jean Crissien
Taunya Dixon-Collins
Farzin Farzad
Yasmin Gulzar
Rodney Jackson
Samar Kolailat
Joe Martinez
Rebecca McDowell
Jennifer McGuire
Dana Nachawati
Richard Parra
John Payne
Ulises Rodriguez
Kumars Ranjbaran
Stephanie Scroggins
Rochelle Self-Drake
Denise Shipley
Shahnaz Sokhansanj
Ron Stein
Luke Story
Steve Sosa
Debby Sutton
Tai Tran
ELEARNING WORK GROUP PARTICIPANTS

14. EXPLORATION OF BEST PRACTICES

15. EXPLORATION OF BEST PRACTICES
Reviewed Quality Standards:
• Quality Scorecard (QSC)
• 9 categories, 75 indicators
• Quality Matters (QM)
• 8 categories, 43 indicators
• Open SUNY Course Quality Review (OSCQR)
• 6 categories, 50 indicators
• DCCCD Colleges
• Guide vs. Checklist vs. Requirements vs. Course Review

16. EXPLORATION OF BEST PRACTICES
OSCQR
1. Course Overview and Information
2. Course Technology and Tools
3. Design and Layout
4. Content and Activities
5. Interaction
6. Assessment and Feedback
Quality Matters
1. Course Overview Introduction
2. Learning Objectives (Competencies)
3. Assessment and Measurement
4. Instructional Materials
5. Course Activities and Learner Interaction
6. Course Technology
7. Learner Support
8. Accessibility and Usability

17. EXPLORATION OF BEST PRACTICES
• Compared categories as a whole, across
programs, institutions, and field of higher ed
• Discussed each indicators in depth
• Consolidated and streamlined where possible

18. EXPLORATION OF BEST PRACTICES
OSCQR
(50 Indicators)
1. Course Overview and
Information
2. Course Technology and Tools
3. Design and Layout
4. Content and Activities
5. Interaction
6. Assessment and Feedback
Quality Matters
(43 Indicators)
1. Course Overview Introduction
2. Learning Objectives
(Competencies)
3. Assessment and Measurement
4. Instructional Materials
5. Course Activities and Learner
Interaction
6. Course Technology
7. Learner Support
8. Accessibility and Usability
MVC
(17 Indicators)
1. Course Overview
2. Design and Layout
3. Course Alignment
4. Learner Engagement
5. Universal Design and
Accessibility

19. EXPLORATION OF
BEST PRACTICES
17 MVC Indicators

21. ELEARNING WORK
GROUP CONCLUDED
JUST THE BEGINNING…

22. NISOD PARTNERSHIP

23. NISOD PARTNERSHIP
National Institute for Staff and Organizational
Development (NISOD)
• Based in Austin, Texas
• 40 years of history
• Named, “The country’s leading provider of
professional development for community
college faculty, staff, and administrators” by
the American Association of Community
Colleges

24. NISOD PARTNERSHIP
MVC’s
Faculty
Checklist
NISOD’s
Community
College
101
Formal
Recognition
• NISOD’s Community College 101
series
• MVC’s Faculty Checklist and
development of PD program in
openly accessible format
• Focused on potential of formal
faculty recognition professional
development program

25. NISOD PARTNERSHIP
Partnership Attributes:
­ Openly accessible
­ Competency-based course
­ Digital badging platform to recognize progress
and completion
­ Faculty interviews that shared knowledge,
experience, and teaching philosophies
­ National recognition via Faculty Certificate in
“Best Practices for Teaching Online”

26. NISOD PARTNERSHIP
Timeline:
1. eLearning Work Group formed (Fall 17)
2. Began course development (Summer 18)
3. Collaborated with NISOD institutions (Fall 18)
4. First cohort of faculty in pilot (Spring 19)
5. NISOD 2019 Conference
- Recognize MVC faculty cohort
- Officially launch program

27. COLLABORATIVE DEVELOPMENT

28. PROMOTIONAL WEBSITE

29. PROSPECTUS

30. INVITATION TO NISOD
MEMBER INSTITUTIONS

31. COLLABORATIVE DEVELOPMENT (INTERVIEWS)
• Rio Salado College, AZ
• Palm Beach State College, FL
• Elgin Community College, IL
• Harper College, IL
• Hill College, TX
• Palo Alto College, TX
• Tyler Junior College, TX

33. https://youtu.be/RQULA8AHyuk

34. COLLABORATIVE DEVELOPMENT (CONTENT)
• Utilized the DCCCD LeCroy Center’s
Instructional Design Team
• Collaborated to draft curriculum for each
indicator
• Finalized curriculum with MVC eLearning
Work Group and Distance Learning
Committee

35. COLLABORATIVE DEVELOPMENT (CONTENT)

36. COLLABORATIVE DEVELOPMENT (INTERVIEWS)

37. https://youtu.be/U7p6rVVmmRA

38. COLLABORATIVE DEVELOPMENT

39. COLLABORATIVE DEVELOPMENT
Modules:
• Course Introduction
• Design and Layout
• Course Alignment
• Learner Engagement
• Universal Design and Accessibility

40. COLLABORATIVE DEVELOPMENT
Learning Outcomes:
• Recognize attributes of best practices
• Express and exchange ideas with peers
• Apply the Faculty Checklist to their own course
• Construct well designed learning objectives
• Reflect and relate best practices to their
personal development process

42. THE PILOT PROGRAM

43. THE PILOT PROGRAM
Internally:
• Efforts to raise awareness
• Spoke to quality and consistency
• Spoke to institutional and national recognition
• No mention of money
• Created a faculty nomination form

44. THE PILOT PROGRAM
Behind the Scenes:
• Scrambling
• Didn’t know if we had money or if it could be
allocated in this manner
• Working to determine eligibility requirements
• Didn’t know if faculty would respond

45. THE PILOT PROGRAM
Result:
• 15 faculty selected to participate in first
cohort
• Cohort-based model
• Formal start and end date
• Share via discussion board posts
• Progress towards module completion
• Pass each module assessment
• Estimated 4-6 hour commitment

46. INSTITUTIONAL RECOGNITION

47. Ulises Rodriguez
Darius Frasure
Shereah Taylor
Ron Stein
Jean Crissien
Terris Mikelk
Jennifer McGuire
Jeanna Roseberry
Joshua Kirksey
Yasmin Gulzar
Shahnaz Sokhansanj
Neeti Srivastava
Naima Hill
Sandy Wyche
John Payne
INSTITUTIONAL RECOGNITION - 100% SUCCESS RATE!

50. “In my case, I think I can revise and
review every aspect of best practices easily.
The only area I need to start spending
more time in is editing the auto captions
of my videos.”

51. “If asked by others about my experience, I
would describe it as the best online
professional development training I have
ever taken.”

52. “Excellent! This course has opened my eyes
to several best practices. It is now time to
revisit my online course and try to
comply with all I learned.”

56. CONSIDERATIONS FOR ADOPTING
BEST PRACTICES FOR TEACHING ONLINE

57. CONSIDERATIONS FOR ADOPTING
BEST PRACTICES FOR TEACHING ONLINE
• Does your institution struggle to ensure
standards exist across online programs and
course offerings?
• Do you have a formal faculty professional
development program in place to prepare
faculty to teach online?
• Do you pay for an existing program?
• Do your faculty receive national recognition for
completing your existing training options?

58. CONSIDERATIONS FOR ADOPTING
BEST PRACTICES FOR TEACHING ONLINE
Key Features:
• Peer driven and nationally recognized
• Faculty focused and student centered
• Showcases faculty & students across institutions
• Openly accessible, no cost
• Multiple implementation options
• Utilize just the Faculty Checklist
• Adopt the online course
• Participate in NISOD and receive national recognition

59. CONSIDERATIONS FOR ADOPTING
BEST PRACTICES FOR TEACHING ONLINE
Recognition Options:
• Institutional recognition
• Cohort-based progression
• Annual PD fulfillment
• Faculty reception
• Social recognition
• Digital credential earned throughout course
• Dedicated blog interviews
• National recognition
• For NISOD member institutions

61. QUESTIONS?

62. THANK YOU!