This document outlines Ashford University's model for engaging and supporting their geographically diverse faculty. It discusses their New Faculty Experience for onboarding, the Faculty Support and Development Associates who monitor faculty and provide just-in-time coaching, and various professional development opportunities. Faculty play an active role in governance, curriculum development, and program review, which follows a collaborative process involving multiple stakeholders. Common standards around course health, peer reviews, surveys and mentoring are used to develop faculty and ensure quality. Data shows faculty support scores and survey results meeting or exceeding targets, demonstrating the effectiveness of Ashford's faculty engagement approach.
Portfolio of Initiatives: An Institutional Model for Implementing Student Suc...Sukhwant Jhaj
Graduating more students and increasing the quality of their learning are national priorities and Oregon is implementing 40-40-20 to improve student attainment. Due to demographic shifts, institutions must maintain institutional quality and reputation by building capacity to successfully serve an increasing numbers of first-generation and under-represented students. Educational institutions that fail to develop the capacity to serve a diverse student body, with varying ability, will face existential challenges.
Research has shown that institutions can surpass the limits set by institutional resources and students’ backgrounds by engaging students in high quality learning experiences, organized around clearly articulated learning outcomes, supported by high-impact practices, and project redesign using assessment of student learning and program effectiveness.
While there is significant research on factors that have an impact on student success, there are few models that outline how institutions can successfully implement student success initiative. Retention efforts are also distributed across the schools and colleges. This typically results in an institution developing a patchwork of programs, which are not effectively coordinated, where success of one program is negated by the actions of another project on campus, resulting in little or no progress in improving student success.
Case Study: At Portland State University we have implemented a Portfolio-of-Initiatives framework, developed by McKinsey and Company, to develop strategy, and manage implementation. Using a Portfolio-of-Initiatives approach has required us to focus on:
• A disciplined search for a variety of initiatives with the highest possibility of success.
• Rigorous monitoring of projects and sub-projects, with a focus on action.
• Supporting the champions.
• Scaling up successful ideas and projects and winding down unsuccessful projects and changing course when needed.
Portfolio-of Initiatives includes projects that aim to: improve effectiveness of existing academic policies and services; support early identification of students at risk; intentional advising and charting a pathway to degree completion; improve communication; address academic needs of students with a High School GPA below 3.0; address financial concerns; ease transition to college using peer mentoring; improve persistence of Freshmen living in residence halls; make student success data available at unit level; reduce the number of courses with preponderance (20%) of D, W, F grades; manage capacity of programs and course offerings for timely progress to graduation.
Summary: This session will focus on the theory and practice of developing institutional student success initiatives. We will offer Portfolio-of-Initiative implemented at Portland State University as a case study for the participants.
Portfolio of Initiatives: An Institutional Model for Implementing Student Suc...Sukhwant Jhaj
Graduating more students and increasing the quality of their learning are national priorities and Oregon is implementing 40-40-20 to improve student attainment. Due to demographic shifts, institutions must maintain institutional quality and reputation by building capacity to successfully serve an increasing numbers of first-generation and under-represented students. Educational institutions that fail to develop the capacity to serve a diverse student body, with varying ability, will face existential challenges.
Research has shown that institutions can surpass the limits set by institutional resources and students’ backgrounds by engaging students in high quality learning experiences, organized around clearly articulated learning outcomes, supported by high-impact practices, and project redesign using assessment of student learning and program effectiveness.
While there is significant research on factors that have an impact on student success, there are few models that outline how institutions can successfully implement student success initiative. Retention efforts are also distributed across the schools and colleges. This typically results in an institution developing a patchwork of programs, which are not effectively coordinated, where success of one program is negated by the actions of another project on campus, resulting in little or no progress in improving student success.
Case Study: At Portland State University we have implemented a Portfolio-of-Initiatives framework, developed by McKinsey and Company, to develop strategy, and manage implementation. Using a Portfolio-of-Initiatives approach has required us to focus on:
• A disciplined search for a variety of initiatives with the highest possibility of success.
• Rigorous monitoring of projects and sub-projects, with a focus on action.
• Supporting the champions.
• Scaling up successful ideas and projects and winding down unsuccessful projects and changing course when needed.
Portfolio-of Initiatives includes projects that aim to: improve effectiveness of existing academic policies and services; support early identification of students at risk; intentional advising and charting a pathway to degree completion; improve communication; address academic needs of students with a High School GPA below 3.0; address financial concerns; ease transition to college using peer mentoring; improve persistence of Freshmen living in residence halls; make student success data available at unit level; reduce the number of courses with preponderance (20%) of D, W, F grades; manage capacity of programs and course offerings for timely progress to graduation.
Summary: This session will focus on the theory and practice of developing institutional student success initiatives. We will offer Portfolio-of-Initiative implemented at Portland State University as a case study for the participants.
Directors Meeting - Feb. 21, 2020
UofSC Division of Student Affairs and Academic Support
Featuring:
Alisa Liggett, Student Conduct and Academic Integrity
Amber Fallucca, Center for Integrative and Experiential Learning
Scott Verzyl, Enrollment Management
Dennis Pruitt, VP for Student Affairs
Discussion: Degree in Four Developing a Four-Year Graduation GuaranteeSukhwant Jhaj
This project is in exploratory stage.
If a student participates in this program, maintains eligibility, and cannot graduate in four years because a required class is unavailable, PSU will approve a substitute course, waive the requirement, or pay the tuition.
HEA Fellowship Assessor and mentor trainingLouise Rees
A training session for Swansea University staff involved in the internal route for assessing HEA fellowship applications (all categories). Session held January 20 2016
Faculty as students: One model for faculty to develop and teach onlineKathy Keairns
Learn about the University of Denver's Teaching Online Workshop (TOW), an intensive online workshop where new online instructors experience online learning from the student perspective and learn best practices for developing and teaching an online course.
Learn how and why the Quality Matters standards were integrated into an existing faculty development workshop and how the workshop has evolved over time.
Information session at the 2015 Distance Teaching & Learning Conference in Madison, WI.
• The monitoring and evaluation of the institutional processes require a carefully structured system of internal and external review. The NAAC expects the Institutions to undertake continuous Academic and Administrative Audits (AAA). This presentation is intended to serve as advisory to all accredited HEIs who volunteer to undertake AAA. The pros and cons of this process are also highlighted. Academic and Administrative Audit is the process of evaluating the efficiency and effectiveness of the administrative procedure. It includes assessment of policies, strategies & functions of the various administrative departments, control of the overall administrative system, etc. This checklist gives an overview what the audit committee members may look into while visiting an institution for this purpose. It invariably follows the Quality Indicators Framework prescribed by Accreditation Council in India.
Administering Student Success Plans with NavianceNaviance
The Stamford Public School District has begun the work toward meeting the Connecticut State Department of Education requirement that each student in grades 6-12 will have an individual student success plan in place by 2012.
To accomplish this work:
• An implementation team has been assembled:
– Middle and high school representatives including teachers, school counselors, and administrators.
– District office staff including program directors.
• A three year action plan and framework is being developed.
• SPS has chosen to use Naviance as a resource to develop these plans.
Directors Meeting - Feb. 21, 2020
UofSC Division of Student Affairs and Academic Support
Featuring:
Alisa Liggett, Student Conduct and Academic Integrity
Amber Fallucca, Center for Integrative and Experiential Learning
Scott Verzyl, Enrollment Management
Dennis Pruitt, VP for Student Affairs
Discussion: Degree in Four Developing a Four-Year Graduation GuaranteeSukhwant Jhaj
This project is in exploratory stage.
If a student participates in this program, maintains eligibility, and cannot graduate in four years because a required class is unavailable, PSU will approve a substitute course, waive the requirement, or pay the tuition.
HEA Fellowship Assessor and mentor trainingLouise Rees
A training session for Swansea University staff involved in the internal route for assessing HEA fellowship applications (all categories). Session held January 20 2016
Faculty as students: One model for faculty to develop and teach onlineKathy Keairns
Learn about the University of Denver's Teaching Online Workshop (TOW), an intensive online workshop where new online instructors experience online learning from the student perspective and learn best practices for developing and teaching an online course.
Learn how and why the Quality Matters standards were integrated into an existing faculty development workshop and how the workshop has evolved over time.
Information session at the 2015 Distance Teaching & Learning Conference in Madison, WI.
• The monitoring and evaluation of the institutional processes require a carefully structured system of internal and external review. The NAAC expects the Institutions to undertake continuous Academic and Administrative Audits (AAA). This presentation is intended to serve as advisory to all accredited HEIs who volunteer to undertake AAA. The pros and cons of this process are also highlighted. Academic and Administrative Audit is the process of evaluating the efficiency and effectiveness of the administrative procedure. It includes assessment of policies, strategies & functions of the various administrative departments, control of the overall administrative system, etc. This checklist gives an overview what the audit committee members may look into while visiting an institution for this purpose. It invariably follows the Quality Indicators Framework prescribed by Accreditation Council in India.
Administering Student Success Plans with NavianceNaviance
The Stamford Public School District has begun the work toward meeting the Connecticut State Department of Education requirement that each student in grades 6-12 will have an individual student success plan in place by 2012.
To accomplish this work:
• An implementation team has been assembled:
– Middle and high school representatives including teachers, school counselors, and administrators.
– District office staff including program directors.
• A three year action plan and framework is being developed.
• SPS has chosen to use Naviance as a resource to develop these plans.
Built for Success: Online Course Design and the COI FrameworkCaroline Conlon
This session will focus on the practical application of the three COI (Comunity of Inquiry) “presences” in course design. Strategies
to build student engagement, community and pedagogical components for each presence will be summarized. A concrete example
of each presence will be explored in depth along with the process used to select effective technology and pedagogical components.
The session will close with a demonstration of the application of COI techniques in major LMS systems including Blackboard,
Moodle, and Canvas. Handouts and worksheets for designing online courses using the COI model will be provided.
How Gamification Will Impact Corporate Learning - EI Design EI Design
Slowly but surely, Gamification is being acknowledged as an innovative strategy for serious learning. In this article, learn about 4 drivers that are pushing usage of Gamification for serious learning by corporates.
This article outlines what is Gamification, its advantages, how does it impact learning and gains (for business and learners).
For More resource on Gamification in eLearning Please Visit - http://bit.ly/EID-Gamification
About EI Design
EI Design brings in 14 years of expertise servicing customers across 16 countries catering to their varied eLearning needs. We have delivered more than 6500 hours of eLearning development content (of which over 750 hours is for mobile learning). We also have a strong expertise in localising content in 26 global languages. Please visit - www.eidesign.net to know more.
6 Killer Examples Of Gamification In eLearning - EI DesignEI Design
While you are convinced about adopting Gamification to create high impact learning experiences, you may have questions on where would it find the right fit. In this article, you can learn how you can see how you can use it for potentially most of your training needs. The 5 examples featured here include usage of Gamification for induction and onboarding, compliance and professional skills, soft skills and well as behavioural change programs.
For More resource on Gamification in eLearning Please Visit - http://bit.ly/EID-Gamification
About EI Design
EI Design brings in 14 years of expertise servicing customers across 16 countries catering to their varied eLearning needs. We have delivered more than 6500 hours of eLearning development content (of which over 750 hours is for mobile learning). We also have a strong expertise in localising content in 26 global languages. Please visit - www.eidesign.net to know more.
Gamification of Compliance Training Through a Serious Game Concept - EI Design EI Design
As a Learning Strategist, I have been involved in the creation of several compliance training courses in the last 12 years. In all these years, we have built compliance training courses for some of the leading global organizations in Financial services, Insurance, Healthcare and several others in varied manufacturing sectors.
Almost always, the brief from the Compliance team is to lay the content “as is”, have forced navigation and get it done quickly with hardly any room for creative strategies. I always felt that the mandate was focused on meeting the “certificate of completion” rather than ensuring a “sticky learning”. However, now I do have a case study of a Compliance team that gave us the mandate to create an immersive learning experience using Gamification.
5 Killer Examples : How to Use Microlearning Based Training Effectively - EI ...EI Design
Microlearning is more than a buzz today. It is being increasingly used by many organizations for both formal and informal learning. It appeals to the learners as it consumes less time and is available to them exactly at the time of the learning need (just-in-time). Furthermore, its rich media formats ensure better retention of the learning. Organizations are embracing microlearning as it is cheaper to build, quicker to deploy, and can be updated fairly easily. You can use microlearning nuggets flexibly as stand-alone assets or as multiple micro-courses. Here are 5 great examples of using microlearning-based training effectively.
How you can Use Mobile Learning Apps for Microlearning Based Training - EI De...EI Design
This presentation will outline what mobile learning apps are and the benefits they offer. Using a case study featuring Gamified Assessments in the Mobile App format, presentation will showcase the impact they can create.
Is Outsourcing eLearning Content Development Right For You - EI Design EI Design
If you are reading this article, you are probably evaluating outsourcing of eLearning content development or are looking at alternatives for your existing outsourcing approach. There are several compelling business reasons to outsource and there are certainly plenty of possible partners you can engage with. However, the evaluation and selection of the right partner is a tough job. Tougher still is to make the partnership work effectively and consistently once you sign up. So, how do you determine if outsourcing eLearning content development is right for you?
Helping Students Get the Most Out of ExamSoft Longitudinal ReportsExamSoft
Presented by Dr. Melinda E. Lull, Assistant Professor of Pharmaceutical Sciences, Wegmans School of Pharmacy, St. John Fisher College
While students are able to view their own assessment data and longitudinal reports from ExamSoft, they can easily become lost in a sea of numbers and categories. In order to best benefit student performance, students must understand both the interpretation of and the benefit from ExamSoft reports. This session will discuss ways to provide assessment data to students and aid them interpreting and using their results.
Applying NEASC Best Practices to Ensure the Quality of Online Programsmarando
Brandeis University’s Division of Graduate Professional Studies offers entire graduate certificate and degree programs via distance learning. This presentation illustrates how the Division recently applied NEASC Best Practices for Electronically Offered Degree and Certificate Programs to self-assess and assure the quality of its online programs, resulting in a successful re-accreditation.
Sharing Responsibility for School AccountabilityEduSkills OECD
This presentation was given by Suzanne Dillon from the Irish Department of Education and Skills at the GCES Conference on Governing Education in a Complex World during the second Workshop B on the role of shared responsibility in developing accountability mechanisms that work in Brussels on 17 October.
Designing and assessing your work based learning systemNAFCareerAcads
Who should be involved in the design and assessment of a complete work-based learning system? Join a discussion of how to develop a team to include students, advisory board members, career and academic core teachers and counselors.
Sample workshop presentation prepared for in-service training for Module Preparation at Dual Language Discipline Based model at Sistema Universitario Ana G. Méndez in Orlando Florida. (Initial model training)
Presentar puntos sobresalientes sobre el trasfondo teórico de modelo
Analizar los elementos básicos de modelo
Discutir el perfil del Profesional Bilingüe
Familiarizarlos con la implantación y desarrollo del modelo.
Sharing results of Applied Dissertation Answers to In what ways can technology in an ESL course accommodate visual, tactile and auditory learners to increase students’ self-efficacy about learning the language? Could it augment students’ aspirations in learning ESL? Could it increase students’ persistence in ESL? Could it enhance students’ positive perception of activities related to learning ESL.
Hispanic Association of Colleges and Universities Phoenix, 2005
Analyze the need for Accelerated Dual Language education
Discuss the characteristics of the Accelerated Dual Language model
Share the experience of the implementation & assessment of the Accelerated Dual Language model
Present services and opportunities to establish Accelerated Dual Language programs
Sharing results of Applied Dissertation
Answers to
In what ways can technology in an ESL course accommodate visual, tactile and auditory learners to increase students’ self-efficacy about learning the language?
Could it augment students’ aspirations in learning ESL?
Could it increase students’ persistence in ESL?
Could it enhance students’ positive perception of activities related to learning ESL.
4th National Conference for Accelerated Programs Chicago. Illinois November, 2005
Discuss seven essential steps in the development and implementation of a successful program to serve underserved adults
Ensuring Academic Success through Diversity Inclusion- AU Learners Discuss t...
A Unity of Engagement from Many, for Many, Shall Flourish Online-Clean
1. A UNITY OF ENGAGEMENT FROM
MANY, FOR MANY, SHALL
FLOURISH ONLINE
J. Joseph Hoey, Ed.D.
Carmen “Lizy” Lamboy-Naughton, Ed.D.
Morgan Johnson, M.A.
2. OUTCOMES
After participating in this session, participants will be able to:
Understand the history and identify the elements of Ashford
University’s faculty engagement culture
Share onboarding, governance, faculty development and
engagement in program review and assessment of learning
Discuss elements presented and possible applicability in their
school.
2
3. AGENDA
Conceptual Framework
Serving a Diverse Faculty Community
Faculty Development and Review
Governance
Curriculum Development
Program Review
Developing Common Standards
Summary
Q & A
3
7. SUPPORTING A DIVERSE
FACULTY COMMUNITY
7
New Faculty
Experience
College
Welcome
Introduction
to Support
Team and
Resources
Professional
Development
Offerings
Ongoing
Opportunities
for Virtual and
Face-to-Face
Engagement
8. NEW FACULTY EXPERIENCE
The New Faculty Experience (NFE) is an orientation for our
faculty. NFE is designed to provide faculty with the
information necessary to run a productive and effective
learning environment in the online setting.
3 week orientation, includes a training course where
engagement with a facilitator and other new faculty members
occur. New faculty also complete tasks in a simulated course.
8
9. •Faculty Support and
Development Associate
(FSDA) Support
•Full Time Faculty support
•Provide support for
additional resources
• FSDA Support
• Resources for Best Practices
• College Specific Faculty Forums
• Peer Review / Instructional Support
• Faculty Resource Center
• Peer Review Resource Center
• Center Excellence Teaching
Learning (CETL)
• Ashford Teaching and Learning
Conference
•Guide Faculty through their
first course
•Monitor Ashford course
requirements are met
•Coach and support faculty
• Ashford Course Requirements
•Announcement
•Faculty Profile
•Faculty Expectations
•Guidance
•Instructor Discussions
•Peer Discussions
•Grading New Faculty
Experience
3 Week Course
FSDA Support
First Course
5/6 Weeks
FSDA Support
Second Course
5/6 Weeks
Ashford
Full Time
Faculty
Support
Ongoing
Ashford
Instructional/
Faculty
Development
9
10. ONGOING FACULTY SUPPORT
10
FSDA
• Faculty monitoring status driven by FSDA, IQR, and EOCS
• Classroom observations/ just-in-time coaching
• Monthly reports/immediate escalation to college
Colleges
• Review of FSDA interventions and scores, IQR, and EOCS
• Direct mentoring/coaching of faculty
• Requests to scheduling for changes
Scheduling
• Changes to course load, approvals, deactivation
• Adjustments to priority scheduling
• Recommendations on recruitment needs
10
12. WHAT IS THE FACULTY SUPPORT AND DEVELOPMENT
ROLE?
Provide faculty with
technical and policy-
related assistance
Observe instructor
activities in the
online classrooms
Coach faculty on
instructional best
practices
Report on
observations and
coaching outcomes
FSDA
Role
12
13. 13
High Impact Online
Teaching & Learning
Practices
Online Teaching &
Learning Research
Understanding Our
Students
PROPOSALS BY CONFERENCE TRACK
ASHFORD
NOV. 4th and 5th
TLC
#AshfordTLC
19. ROLE OF FACULTY IN
CURRICULUM DEVELOPMENT
19
Program
Managers
Assessment
Analyst
Instructional
Designers
Instructional
Technologists
Quality
Assurance
21. ASHFORD PROGRAM
REVIEW PROCESS
Three guiding principles:
The faculty-driven process should be highly collaborative
and involve academic contributions from faculty, students,
staff, and administrators.
The review should provide an opportunity to analyze,
reflect upon, and improve the program with regard to
student learning, instruction, and leadership support.
The process should include both short- and long-term
goals in a variety of areas, including: student learning,
curricular development, resource allocation, and faculty
development.
- Ashford University, Program Review Handbook, 2013-2014
21
23. KEY PARTICIPANTS IN
PROGRAM REVIEW
Program Chair
Faculty Self-Study Report Team
Students
Academic Leadership: Deans/Provost
External Reviewers
Staff Support: Institutional Research, Assessment,
Director of Program Review and Planning
Faculty Institutional Effectiveness Council
23
24. HOW WELL IS IT
WORKING?
“The application of Bloom’s Taxonomy, the use of the
Waypoint Outcomes tool, and the triangulation of
IQR data [scores from instructional quality review,
faculty support and development associates, and
end-of-course surveys] to assess student learning
revealed an impressive and disciplined culture that
supports student learning.”
External Program Review Report of Ashford University’s Bachelor of Arts in Business Information
Systems Program (Connolly & Sayeed, 2014)
24
26. DEVELOPING COMMON
FACULTY STANDARDS
Course Health Dashboard
Instructor Quality Review (Peer Review)
Faculty Support and Development Associates
End of Course Surveys (Faculty assessment portion
only)
Faculty Mentoring
Results
26
27. COURSE HEALTH
DASHBOARD
Final Scores to be reviewed include:
Quality of Faculty Score
Instructor Quality Review (Peer Review)
Faculty Support and Development Associate Score
End of Course Survey (Faculty Assessment portion only)
Student Success Score
Grades
End of Course Survey (Course Assessment portion only)
Course Completion
Course to Course Progression
Learning Outcomes
Course Failure Rate
27
29. EFFECTIVE FACULTY
MENTORING
During Faculty Mentoring, a full time faculty member
mentors a low-performing instructor for the duration
of a course.
Average improvement score pre-post mentoring is
25%, or one full level of proficiency, on the
Instructional Quality Review Rubric.
29
32. 2013-2014 FACULTY SUPPORT
SCORE
32
3.0 to 4 =
Exceeds
Expectations
2.6 to 3 =
Meets
Expectations
Below 2.6 =
Deactivated
3.01 2.94 2.95 3.00 2.86 2.84 2.97 2.90
3.05 2.96 2.92 2.99
2.97 2.85
2.97
1.93
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
2013
2014
All College Average Requirement Levels 2013-2014
33. FACULTY SUPPORT
MONITORING CHANGES
33
2005 - 2014
100% of courses monitored
Amount of time monitored
dependent on monitoring
status of faculty member
All course expectations
reviewed and observations
logged
2015
High performing faculty not
monitored
Reduced courses monitored by
25.8%
Can focus more emphasis on
higher-quality, in-depth,
support and follow-up
situations than simple
transactional monitoring-based
support.
34. 2015 FSDA SCORE
34
3.00 2.95 2.98 2.97 2.89 2.97 2.93
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
Announcement Meet your
Instructor
Guidance Ask Your
Instructor
Discussions Written
Assignments
Posting Grades
2015 Data excludes 25% of courses
2015 Goal is to maintain score at 2.8 or above
