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MEASURING FACULTY                    BUY-IN TO Unintended      INSTRUCTIONALConsequences      TECHNOLOGYKenneth RonkowitzP...
What pointed us in the right         direction             andWhat stopped us along the way
INTENDED CONSEQUENCES                          Build                         College                          Level       ...
HOW DO YOU GET BUY-IN?             Faculty Buy-in„ -- to What?             By Trent Batson             The phrases “facult...
TRAINING CYCLECOMMON ADVICEStart with championsDon‟t “require” thetechnologyMake the tech the rewardMulti-faceted training
Get the ball rolling…WHEN IS YOUR FIRST CONTACT WITHFACULTY?BEFORE, WITH, OR AFTER THE LAUNCH?
PRE-LAUNCHBuy-in starts by having facultyinvolved with the initiative in theplanning stages.
OUR TIMELINE - 21 MONTHS TO LAUNCH Planning                Course (writing               Redesignthe grant,               ...
WHAT WERE FACULTY THINKING WOULD HAPPEN?
• In our first Faculty Institute,  we piloted our portfolio  product.   • It was a disaster   • We changed products     pr...
After the first pilot semesterwe focused on fewer techtools.We needed to better defineterms (What is “formal writing”and a...
Our efforts have been recognizedwith the 2012 Diana HackerAward for Two-Year Colleges infostering student success inwriting.
So… Whatworked?
ASSESSMENT LEVELSand Methods•Class (student portfolios)•Program (student & facultysurveys, focus  groups)•Grant (Instituti...
A Few Big Ideas
1      There is no        Field of Dreams.Just because you build it,doesn‟t meanthey will come and play
2   WhenDon‟t Work,
Faculty will use            Technology (and pedagogy)      3 they see how it helps themNOT   just because it helps
PRACTICE      4           Course Redesign                 not just decoration     or                 “Tech for the sake of...
Cultivate5
Whether or not you         are on a grant6   $$For life after
Sustainability andInstitutionalization is more thanfunding                       Staffing                       Training  ...
The Dept. of Education asks us: “What were any unintended[tech] consequences (positive & negative) of the program?”+ Wide ...
About the Initiative   http://www.pccc.edu/home/initiativeKen Ronkowitz kronkowitz@pccc.edu   EdTech Blog Serendipity35.ne...
Unintended Consequences: Faculty Buy-in to Using Technology
Unintended Consequences: Faculty Buy-in to Using Technology
Unintended Consequences: Faculty Buy-in to Using Technology
Unintended Consequences: Faculty Buy-in to Using Technology
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Unintended Consequences: Faculty Buy-in to Using Technology

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

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Unintended Consequences: Faculty Buy-in to Using Technology

  1. 1. MEASURING FACULTY BUY-IN TO Unintended INSTRUCTIONALConsequences TECHNOLOGYKenneth RonkowitzPassaic County Community College
  2. 2. What pointed us in the right direction andWhat stopped us along the way
  3. 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. 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 technology.campustechnology.com/articles/2011/04/06/faculty-buy-in-to-what.aspx
  5. 5. TRAINING CYCLECOMMON ADVICEStart with championsDon‟t “require” thetechnologyMake the tech the rewardMulti-faceted training
  6. 6. Get the ball rolling…WHEN IS YOUR FIRST CONTACT WITHFACULTY?BEFORE, WITH, OR AFTER THE LAUNCH?
  7. 7. PRE-LAUNCHBuy-in starts by having facultyinvolved with the initiative in theplanning stages.
  8. 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)
  9. 9. WHAT WERE FACULTY THINKING WOULD HAPPEN?
  10. 10. • In our first Faculty Institute, we piloted our portfolio product. • It was a disaster • We changed products prior to launch.
  11. 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. 12. Our efforts have been recognizedwith the 2012 Diana HackerAward for Two-Year Colleges infostering student success inwriting.
  13. 13. So… Whatworked?
  14. 14. ASSESSMENT LEVELSand Methods•Class (student portfolios)•Program (student & facultysurveys, focus groups)•Grant (Institutional Research)
  15. 15. A Few Big Ideas
  16. 16. 1 There is no Field of Dreams.Just because you build it,doesn‟t meanthey will come and play
  17. 17. 2 WhenDon‟t Work,
  18. 18. Faculty will use Technology (and pedagogy) 3 they see how it helps themNOT just because it helps
  19. 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. 20. Cultivate5
  21. 21. Whether or not you are on a grant6 $$For life after
  22. 22. Sustainability andInstitutionalization is more thanfunding Staffing Training Assessment Supervision Leadership
  23. 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. 24. About the Initiative http://www.pccc.edu/home/initiativeKen Ronkowitz kronkowitz@pccc.edu EdTech Blog Serendipity35.net Design template: duarte.com

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