Straddling The Chasm: Rethinking Faculty Support

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The increasing adoption of emerging technologies by faculty, changes in faculty demographics, and growth in online/blended courses is challenging the sustainability of institutionally-developed faculty support models . This presentation will identify some of the key support needs of 21st century faculty and consider new support solutions embedded in the social era.

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Straddling The Chasm: Rethinking Faculty Support

  1. 1. ..Rethinking Faculty Support THE CHASM STRADDLINGSTRADDLING THE CHASM Rethinking Faculty Support photo by Hugo Stephen CC-BY Michelle Pacansky-Brock @brocansky CSU Channel Islands #NUTN15 Savannah, GA
  2. 2. Slide by Michelle Pacansky-Brock
  3. 3. “We must support both sides of the chasm.” - Phil Hill Slide by Michelle Pacansky-BrockPhoto by Neil Roger, CC-BY-NC-ND
  4. 4. Professional development and training are major factors affecting technological innovation within higher education organizations. Austin, A. E., & Sorcinelli, M. D. (2013). The future of faculty development: Where are we going?. New Directions for Teaching and Learning, 2013(133), 85-97. Slide by Michelle Pacansky-Brockphoto by Sharon Mollerus CC-BY
  5. 5. HOW? Slide by Michelle Pacansky-Brock
  6. 6. WHAT DO WE KNOW? Slide by Michelle Pacansky-Brock
  7. 7. 1 in 5 Faculty are Permanent (tenure or tenure track) Department of Education, National Center for Education Statistics, Higher Education General Information Survey (HEGIS), Employees in Institutions of Higher Education, 1970 and 1972, and "Staff Survey" 1976; Projections of Education Statistics to 2000; Integrated Postsecondary Education Data System (IPEDS), "Fall Staff Survey" (IPEDS-S:87-99); IPEDS Winter 2001-02 through Winter 2011-12, Human Resources component, Fall Staff section; IPEDS Spring 2014, Human Resources component, Fall Staff section; and U.S. Equal Employment Opportunity Commission, Higher Education Staff Information Survey (EEO-6), 1977, 1981, and 1983. Source: National Center for Education Statistics, IPEDS data center. http://nces.ed.gov/ipeds/datacenter Slide by Michelle Pacansky-Brock
  8. 8. ONLINE & BLENDED LEARNING Slide by Michelle Pacansky-Brock
  9. 9. SHIFT FROMTEACHING TO LEARNING Slide by Michelle Pacansky-Brock
  10. 10. THE LMS MAINSTREAM? WHAT IS Slide by Michelle Pacansky-Brock
  11. 11. 49% 58% 60% 74% 77%Posting content Receiving course assignments Managing assignments Entering progress info Engaging in meaningful interaction with students Faculty Satisfaction with LMS Features Slide by Michelle Pacansky-BrockSource: ECAR LMS Report
  12. 12. LMS Features Students Are Least Satisfied With Engaging in meaningful interaction with instructors Engaging in meaningful interaction with other students Collaborating on projects for study groups with other students LOSERS 3BIGGEST Slide by Michelle Pacansky-BrockSource: ECAR LMS Report
  13. 13. USE OF SOCIAL TECHNOLOGIES Seaman, J.; Tinti-Kane. H. (2013). Social media for teaching and learning.Pearson Learning Solutions and Babson Survey Research Group. FACULTY Slide by Michelle Pacansky-Brock
  14. 14. MUST COME TO CAMPUS FOR ONLINE PD FACULTY Source: Meyer, K. A.; Murrell, V.S. A national study of training content and activities for faculty development for online teaching. Journal of Asynchronous Learning Networks, 18(1), 2014 Slide by Michelle Pacansky-Brock
  15. 15. 9 out of 10 institutions provide professional development for online instructors through face-to- face delivery Source: Meyer, K. A.; Murrell, V.S. A national study of training content and activities for faculty development for online teaching. Journal of Asynchronous Learning Networks, 18(1), 2014 Slide by Michelle Pacansky-Brock
  16. 16. Visualization of LinkedIn network created at: http://inmaps.linkedinlabs.com/ Slide by Michelle Pacansky-Brock
  17. 17. Visualization of LinkedIn network created at: http://inmaps.linkedinlabs.com/ Slide by Michelle Pacansky-Brock
  18. 18. Identifying shared values among ecosystem partners moves us from fragmentation to relatedness. (Senge, 2008, 2009) Slide by Michelle Pacansky-Brock
  19. 19. CO-CREATION collaboratively build solutions to shared problems
  20. 20. + community Hangouts+ group conferences book Slide by Michelle Pacansky-Brock
  21. 21. Webinar Series (Archived)Monthly Webinar Series Interactive eBook Slide by Michelle Pacansky-Brock
  22. 22. Faculty-authored eBooks for faculty support across institutions? Slide by Michelle Pacansky-Brock
  23. 23. CONTENT What do faculty want in an eBook? FORMAT • learning theory • teaching examples • instructional design tips • student perspective • interactive • videos • illustrations • visual icons • clear organization • support for multiple devices n=24 Pacansky-Brock, M. (2015). Examining the effects of an eBook to support faculty who teach with VoiceThread: An action research study. (Doctoral dissertation).
  24. 24. What are the support needs of faculty who teach with VoiceThread? 1. Just-in-time resources 2. Non-linear PD experiences 3. Community 4. Funding for accounts 5. LMS Integration n=50 2-yr and 4-yr faculty with a VoiceThread account Pacansky-Brock, M. (2015). Examining the effects of an eBook to support faculty who teach with VoiceThread: An action research study. (Doctoral dissertation).
  25. 25. JUST-IN-TIME PROFESIONAL DEVELOPMENT “I didn’t have to go anywhere. I had more freedom” “I am at the center. In a workshop, I’m passive most of the time.” “I could only attend a face-to-face event at one of the three institutions [at which I teach].” Pacansky-Brock, M. (2015). Examining the effects of an eBook to support faculty who teach with VoiceThread: An action research study. (Doctoral dissertation).
  26. 26. Lukas Kastner CC-BY How are faculty adapting and changing in the digital/connected age? Leafstedt, J.; Pacansky-Brock, M.; Hoffman, J. (2015)
  27. 27. WHAT? 1 2 3 4 How has technology impacted your professional identity? How has technology impacted your teaching? How has technology impacted your professional relationships? How has technology impacted your interactions with students? J. Leafstedt, M. Pacansky-Brock, J. Hoffman, (2015).
  28. 28. Data Collection Data Collection J. Leafstedt, M. Pacansky-Brock, J. Hoffman, (2015).
  29. 29. J. Leafstedt, M. Pacansky-Brock, J. Hoffman, (2015).
  30. 30. 1.
 Pedagogical Transformation 2. Professional Learning Networks 3. Professional Identity 4. Student Contact 4 Major Themes J. Leafstedt, M. Pacansky-Brock, J. Hoffman, (2015).
  31. 31. 2. Personal Learning Networks continuous, informal learning with interdisciplinary peers virtual extension of formal connections formal: on- campus/ conferences J. Leafstedt, M. Pacansky-Brock, J. Hoffman, (2015). Professional Learning Networks
  32. 32. “Technology has given me my professional identity.” Lori, PT, multiple community colleges J. Leafstedt, M. Pacansky-Brock, J. Hoffman, (2015).
  33. 33. Professional Learning Networks J. Leafstedt, M. Pacansky-Brock, J. Hoffman, (2015).
  34. 34. To foster pedagogical innovation through technology, organizations must support the cultivation of #ConnectedEducators. Slide by Michelle Pacansky-Brock
  35. 35. photo by Kodomut CC-BY “Those who don’t jump will never fly.” -Leena Ahmad Almashat Slide by Michelle Pacansky-Brock
  36. 36. photo by Kim Seng CC-BY-NC-ND Slide by Michelle Pacansky-Brock
  37. 37. Photo by Sharon Terry CC-BY Slide by Michelle Pacansky-Brock Michelle Pacansky-Brock TeachingWithoutWalls.com TLInnovations.cikeys.com

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