Straddling The Chasm: Rethinking Faculty Support

..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

Slide by Michelle Pacansky-Brock

“We must support
both sides of the
chasm.”
- Phil Hill
Slide by Michelle Pacansky-BrockPhoto by Neil Roger, CC-BY-NC-ND

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

HOW?

WHAT
DO WE
KNOW?

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

ONLINE &
BLENDED
LEARNING

SHIFT
FROMTEACHING TO
LEARNING

THE LMS
MAINSTREAM?
WHAT IS

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

LMS Features Students Are Least Satisﬁed With
interaction with instructors
interaction with other students
Collaborating on projects for
study groups with other students
LOSERS
3BIGGEST
Slide by Michelle Pacansky-BrockSource: ECAR LMS Report

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

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

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

Visualization of LinkedIn network created at: http://inmaps.linkedinlabs.com/ Slide by Michelle Pacansky-Brock

Identifying shared values among
ecosystem partners moves us from
fragmentation to relatedness.
(Senge, 2008, 2009)

CO-CREATION
collaboratively build
solutions to shared
problems

+
community
Hangouts+
group
conferences
book

Webinar Series (Archived)Monthly Webinar Series Interactive eBook

Faculty-authored
eBooks for faculty
support across
institutions?

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).

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

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].”

Lukas Kastner CC-BY
How are faculty adapting and changing
in the digital/connected age?
Leafstedt, J.; Pacansky-Brock, M.; Hoffman, J. (2015)

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).

Data Collection
Data Collection

1. 
Pedagogical
Transformation
2. Professional
Learning Networks
3.
Professional
Identity
4. Student Contact
4 Major Themes

2. Personal Learning Networks
continuous, informal
learning with
interdisciplinary peers
virtual
extension of
formal
connections
formal: on-
campus/
conferences
Professional Learning Networks

“Technology has given me
my professional identity.”
Lori,
PT, multiple community colleges

Professional Learning Networks

To foster pedagogical innovation through
technology, organizations must support the
cultivation of #ConnectedEducators.

photo by Kodomut CC-BY
“Those who don’t
jump will never fly.”
-Leena Ahmad Almashat

photo by Kim Seng CC-BY-NC-ND Slide by Michelle Pacansky-Brock

Photo by Sharon Terry CC-BY Slide by Michelle Pacansky-Brock
Michelle Pacansky-Brock
TeachingWithoutWalls.com
TLInnovations.cikeys.com

Straddling The Chasm: Rethinking Faculty Support

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