Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Supporting the Changing Nature of Faculty in Institutions of Higher Education

735 views

Published on

The demands and nature of being a faculty member are evolving rapidly. Massive shifts in information, technology, and learning theory come with increased demands on faculty to focus more on the media versus the message leaving them to wonder, “When will I be able to start teaching the content?” Reactive support models where technologists, librarians, and designers are on call for issues in the class leave faculty struggling with incorporating current technology and information skills effectively into their courses along with updating the relevance of their course content. This session proposes a more proactive model of embedded professionals that directly engage with students on projects and assignments under the guidance of the faculty member. By embedding the technologists and librarians into the course, they are more keenly aware of the course objectives, faculty direction, and needs of the students to better answer questions, provide supplementary instruction, increase student success, and course satisfaction.

Published in: Education
  • Be the first to comment

  • Be the first to like this

Supporting the Changing Nature of Faculty in Institutions of Higher Education

  1. 1. Michael R. Berta, Ed.D. Becca L. Bley, M.L.S. Bruce A. Shields, Ph.D.
  2. 2. A Faculty Perspective
  3. 3. A Faculty Perspective CC BY-NC: Rachel Lovinger
  4. 4. CC BY: Wikipedia A Faculty Perspective
  5. 5. A Faculty Perspective
  6. 6. A Faculty Perspective
  7. 7. A Faculty Perspective
  8. 8. What is Changing?
  9. 9. What is changing?
  10. 10. What is changing?
  11. 11. Why is it Changing?
  12. 12. Why is it changing?
  13. 13. Why is it changing? CC BY: chrisjess
  14. 14. Why is it changing?
  15. 15. Supporting the Change
  16. 16. Supporting the Change Model of Instructor Roles (Berge, 2008) Social Managerial Role Pedagogical Role Technical Role
  17. 17. Supporting the Change – Library Social •Embedded Librarian Managerial •Proactive Collection Development Pedagogical •Research Guides and Support Technical •Navigating Knowledge
  18. 18. Supporting the Change – Instructional Technology and Design Social •Instructional Activities •Socio-Technical Interaction Guidance Managerial •Ongoing Course Guidance •Assessment Pedagogical •Course Design •Embedded Designer Technical •Hardware/Software Setup •Technical Support
  19. 19. Supporting the Change – A Faculty Example Social •Group Activities •Office Hours Managerial •Time Management •Syllabus and Grading Standards Pedagogical •Art and Science of My Teaching •Research and Publications Technical •Classroom Technology •Online Technology
  20. 20. Proposed Working Model
  21. 21. Proposed Working Model Librarian Technologist Designer Faculty Social ManagerialTechnical Pedagogical
  22. 22. References Austin, A. E., & Sorcinelli, M. D. (2013). The future of faculty development: Where are we going? New Directions for Teaching & Learning, 2013(133), 85–97. Berge, Z. L. (2008). Changing instructors’ roles in virtual worlds. Quarterly Review of Distance Education, 9(4), 407–414. Calma, A., & Vista, A. (2012). Evaluating the impact of faculty-embedded tutor training program factors on perceived future training needs using structural equation modeling. ISRN Education, (2012), 1-11. Conn, S. (2014, August 5). The rise of the helicopter teacher. The Chronicle of Higher Education. Retrieved from http://chronicle.com/blogs/conversation/2014/08/05/the- rise-of-the-helicopter-teacher/ Danner, R. A. (2010). Supporting scholarship: Thoughts on the role of the academic law librarian. Journal of Law & Education, 39(3), 365–386. Fontenot, H. B., Hawkins, J. W., & Weiss, J. A. (2012). Cognitive dissonance experienced by nurse practitioner faculty. Journal of the American Academy of Nurse Practitioners, 24(8), 506–513. doi:10.1111/j.1745-7599.2012.00726.x
  23. 23. Green, D. W., & Ciez-Volz, K. (2010). Now hiring: The faculty of the future. New Directions for Community Colleges, 152, 81–92. Masunaga, H., & Hitchcock, M. A. (2011). Aligning teaching practices with an understanding of quality teaching: A faculty development agenda. Medical Teacher, 33(2), 124–130. Michalak, S. C. (2012). This changes everything: Transforming the academic library. Journal of Library Administration, 52(5), 411–423. Neely, P. W., & Tucker, J. P. (2010). Unbundling faculty roles in online distance education programs. International Review of Research in Open and Distance Learning, 11(2), 20– 32. Otto, J. J. (2014). University faculty describe their use of moving images in teaching and learning and their perceptions of the library’s Role in that use. College & Research Libraries, 75(2), 115–144. Pierce, D. L. (2009). Influencing the now and the future faculty: Retooling information literacy. Notes, 66(2), 233–248. References
  24. 24. Rocca, S. J. (2010). Determining the professional development needs of faculty in a college of agriculture. NACTA Journal, 54(1), 69–75. Sasse, C., Schwering, R., & Dochterman, S. (2008). Rethinking faculty role in a knowledge age. Academy of Educational Leadership Journal, 12(2), 35–48. Siegler, M. (2010, August 4). Eric Schmidt: Every 2 days we create as much information as ae did up to 2003. Techcrunch. Retrieved from http://techcrunch.com/2010/08/04/schmidt-data/ References
  25. 25. /drmikeberta @mikeberta /in/mikeberta mikeberta.com mberta@daemen.edu Michael R. Berta, Ed.D. @beccabley /in/beccabley rbley@daemen.edu Becca L. Bley, M.L.S. bit.ly/bruceshields bshields@daemen.edu Bruce A. Shields, Ph.D.

×