The document outlines plans for academic professional development programs through collaboration between several SUNY organizations. It discusses the goals and target audiences, proposed competency-based certificate programs, content sources, potential attendees, and format/delivery options. A timeline is provided for the initial phase of programs to be offered starting in Fall 2011, focusing on topics like online teaching, instructional technology, and library services.

1. Academic Professional Development Programs
Collaboration between CPD Academic Programs, SLN Education Services, and OLIS
- Goals and Target Audiences
o CDP - Meet the prof dev needs of the TLT group (TLCs and TLTCs)
o SLN - Meet the prof dev needs of returning SLN faculty, instructional designers for
online programs, and faculty teaching web-enhanced courses on-campus
o OLIS - Support prof dev needs of blended librarians/emerging technologies librarians
– librarians focused on the integration of technology into library services and the
integration of library services into the curriculum
- Competency-based programs that lead to “certificates” in:
o Online international collaboration
o Administration of Online Programs
o Assessment
o Instructional Technology
o Emerging Library Services
o Online Teaching
o Teaching and Learning – Introduction
o Teaching and Learning - Advanced
o Support for Faculty Teaching Online for Instructional Designers
- Content would come from
o SLN Staff
o CPD Staff
o OLIS Staff
o Other staff w/in the Provost’s Office
o Other SUNY Leadership
o Faculty, Staff, Librarians, and Instructional Designers from stakeholder audiences
across the Campuses
o Experts we bring in from outside of SUNY
o Vendors (Pacific Crest, others)
- Potential Attendees
o SLN members
o CPD members
o Non-SLN/non-CPD SUNY attendees
o Non-SUNY attendees
- Format and Delivery of certificate components will vary and will be based on needs and
constraints of each target audience – examples will include:
o Format – courses, workshops, seminars, webinars, etc.
o Delivery – face to face, online, synchronous and asynchronous
o Locations – CPD, campuses, conferences, business meetings, etc.
- Timeline for Phase I Programs
o Validation of programs and competencies with stakeholder organizations in Fall 2010
– Spring 2011
o Program and content development in Spring - Summer 2011
o Promotion in Summer 2011
o Delivery of first programs in Fall 2011

2. Programs, Competencies, and Stakeholder Audiences
PHASE I
1. Online international collaborations
 Success in Online Cross-cultural communications
 Effective practices in online teaching
 Creating and Sustaining Effective Partnerships
 Management of international course collaborations (course regn issues, time zones, who
gives credit, where is tuition paid, library services, technology support, etc.)
 Effective use of Social Media – Introduction
Target Audience for Review (John Rubin, COIL Center, Mitch Leventhal, faculty who have worked
with COIL, international programs staff who work with faculty)
2. Administration of Online Programs
 Strategic Planning for Online Programs (strategy, positioning, financial model, support
requirements, etc.)
 Ensuring Quality in Online Programs
 Management of Online Program Operations
 Considerations for Online Faculty Selection and Professional Development
 Effective use of Social Media – Introduction
 Effective use of Social Media – Advanced (focus on administration of online programs)
 Financial Models for Online Programs
 Technologies and tools to support online programs
Target Audience for Review (DOODLE, CIO from a campus, AVP from a campus)
3. Instructional Technology – effective use of technology in instruction (for instructional technologists –
EdTOA)
 Build or Buy: Planning for technology infrastructure
 Building partnership with IT staff, instructional designers, and faculty
 Technology and Tools to support face to face instruction
 Effective use of Social Media – Introduction
 Effective use of technology in support instructional strategies (including mobile devices)
2
Target Audience for Review (SLN IDs, FACT , TLT Center Directors, EdTOA)
PHASE II
4. Online Teaching (this could be the evolution of the current SLN new faculty training – we need
to think this through more in relation to the longer term needs of fully online and web-
enhanced faculty)
 Effective practices in online teaching (Instructional design)
 Effective use of Social Media – Introduction
 Effective use of Social Media – Advanced (focus on online teaching)
 Continuous improvement of online courses (self-evaluation and continuous improvement –
QM and other rubrics)
 Learning Management Systems as a tool to support online teaching
2
Target Audience for Review (FACT , SLN, DOODLE)

3. 5. Teaching and Learning - Introduction (audience could be new faculty with little experience teaching or
new professionals involved in the support of teaching and learning)
 Active learning techniques/practices
 Assessment of learning outcomes (course level)
 Instructional design process
 Student-centered teaching models to improve quality in higher education
 Integration of academic support services into instructional strategies
 Technology enhanced instruction
 Advising students
 Effective use of Social Media – Introduction or Advanced
2
Target Audience for Review (FACT , Faculty Developers, TLT Directors, SLN IDs)
6. Support for Faculty Teaching Online for Instructional Designers
 Technologies and tools to support online programs
 Effective use of Social Media – Introduction
 Continuous improvement of courses (self-evaluation and continuous improvement – QM and
other rubrics)
 Establishing a Faculty Professional Development Program
 Course development support models (team approaches, survey of models, etc.)
 Integration of academic support services (libraries, writing center, computer center, tutoring
centers, math labs, etc.) into instructional strategies
2
Target Audience for Review (FACT , DOODLE, SLN IDs, Blended Librarians)
PHASE III
7. Assessment (This needs to be defined more)
 Program level assessment
 Considerations for accreditation (student services, faculty support, library services, financial
resources, technical infrastructure, quality assessment, etc.)
 Assessment of learning outcomes (course level)
 Tools for assessment
Target Audience for Review (Assessment Advisory Group within the Provost’s Office, Faculty/Staff
responsible for assessment and accreditation on the campuses, Library rep w/expertise on
assessment, Dean, Dept Chair, SLN IDs)
8. Emerging Library Services - Integration of technology into Library Services and integration of library
services into the curriculum
 Building partnership with IT staff, instructional designers, and faculty
 Effective practices in online teaching
 Innovative uses of technology in library services (including LMSs)
 Integration of Library services into the curriculum
 Effective use of technology in support of instructional strategies (including mobile devices)
 Effective use of Social Media – Introduction
 Effective use of Social Media – Advanced (focus on library services)
Target Audience for Review (SUNYLA information literacy group, SUNYLA IT group, Library
Directors)

4. 9. Teaching and Learning - Advanced (experienced faculty or experienced professionals involved in the
support of teaching and learning)
 Course Redesign for learning effectiveness and cost-effectiveness (NCAT Model and CRI
outcomes)
 Teaching Portfolios
 Continuous improvement of courses (self-evaluation and continuous improvement – QM and
other rubrics)
 Effective use of Social Media – Introduction or Advanced
 Web-enhanced teaching
 Advising students
2
Target Audience for Review (FACT , Faculty Developers, TLT Directors, SLN IDs, Provost Office
staff)