This document outlines Ashford University's approach to enhancing faculty capacity and promoting student success. It discusses elements of Ashford's faculty engagement model including onboarding new faculty through a New Faculty Experience program, providing ongoing faculty development and mentoring. It also covers collaboration between full-time and associate faculty on curriculum development, common standards such as course health dashboards and instructional reviews, and opportunities for professional development and scholarship. The overall goal is to develop and support faculty to improve student outcomes.

1. ENHANCING FACULTY CAPACITY
TO PROMOTE STUDENT SUCCESS
Tony Farrell, PhD
Carmen “Lizy” Lamboy-Naughton, EdD
Denise Maxwell, EdD

2. OUTCOMES
After participating in this session, participants will be able to:
 Identify the elements of Ashford University’s faculty
engagement culture
 Share onboarding, faculty development and engagement in
curriculum development and assessment of learning
 Discuss elements presented and possible applicability at their
institution
2

3. AGENDA
Conceptual Framework
Serving a Diverse Faculty Community
Faculty Development and Review
Faculty Mentoring
Collaboration
Developing Common Standards
Professional Development & Scholarship
Summary
Q & A
3

4. FACULTY ENGAGEMENT MODEL
4
On-Boarding & NFE
Mentoring

5. SUPPORTING A DIVERSE FACULTY
COMMUNITY
5
New Faculty
Experience
NFE
Onboarding:
Welcome; 1st
& 2nd Course
Support
Introduction
to Support
Team and
Resources
IQR and One-
on-One
Conference
Professional
Development
Ongoing
Opportunities
for Virtual and
Face-to-Face
Engagement

6. 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.
6

7. 7
Onboarding Experience
Welcome to the College: FTF
• Welcome Letter
• Onboarding Packet
• New Faculty Experience
• Ashford Remote Faculty Training
• College Orientation Webinars
• Faculty Responsibilities
• Boyer Goal Setting Webinars
• 1st & 2nd Course Support
Image from Solutions IQ. (2013). Collaboration, not compromise, not control. Retrieved
November 4, 2013, from http://www.solutionsiq.com/resources/agileiq-
blog/bid/91922/Collaboration-not-Compromise-or-Control

8. •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
• IQR / Instructional Support
• Faculty Resource Center
• Peer Review Resource Center
• Center Excellence Teaching
Learning (CETL)
• Ashford Teaching and Learning
Conference
•Guide Faculty through their
first and second 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
& Full Time
Faculty
Support
Second Course
5/6 Weeks
Ashford
Full Time
Faculty
Support
Ongoing
Ashford
Instructional/
Faculty
Development
8

9. FACULTY SUPPORT
Research
FULL TIME
FACULTY
Curriculum
Development
Full-time
faculty and
college
leadership
Center for
Excellence in
Teaching &
Learning
Research
ASSOCIATE
FACULTY
Standardized
Curriculum
Full-time
faculty and
college
leadership
Center for
Excellence in
Teaching &
Learning
9

10. 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
10

11. INSTRUCTIONAL QUALITY REVIEW
IQR
Ashford University’s Instructional Quality Review (IQR) process
provides a support structure to foster continuous improvement
of Faculty through means of self-reflection, targeted feedback
from peers, data-driven professional development, highlighting
and recognizing best practices while engaging the faculty
member in goal setting and action planning.
11

12. 12
FIVE KEY CRITERIA: IQR RUBRIC

13. 13
IQR Rubric
13

14. 2015 University-Wide Instructional Quality Review Results Categories Assessed
2016 Goals represent a 0.1 increase over 2015
INSTRUCTIONAL QUALITY
REVIEW SCORE
1. Fostering critical thinking 4. Establishing positive relationships
2. Providing instructive feedback 5. Sharing instructor expertise
3. Demonstrating high expectations
2.94 2.93
2.70
2.97 3.05 2.99
1.00
2.00
3.00
4.00
Overall Fostering Critical
Thinking
Providing Instructive
Feedback
Demonstrating High
Expectations
Establishing Positive
Relationships
Sharing Instructor
Expertise
2.86
2015
Goal
2.82
2015
Goal 2.64
2015
Goal
2.87
2015
Goal
3.00
2015
Goal
2.97
2015
Goal
2.96
2016
Goal
2.93
2016
Goal
2.76
2016
Goal
2.97
2016
Goal
3.05
2016
Goal
3.01
2016
Goal
14

15. FACULTY
COLLABORATION
15

16. 16
Collaboration
• At all levels
• Fostered by Faculty Structure and Leadership (e.g.
Program Chairs, Course Leads)
• Critical in program review, professional
development, scholarship, mentoring,
instructional review, academic committees,
governance, and student learning communities
University
College
Department
Program
Course

17. 17
Faculty Community
Collaboration
Professional
Development
Governance Scholarship
Support

18. FACULTY GOVERNANCE MODEL
18

19. FACULTY GOVERNANCE & OVERSIGHT
STUDENT
LEARNING
CURRICULUM
INSTRUCTION
ASSESSMENT &
IMPROVEMENT
19

20. DEVELOPING
COMMON
STANDARDS
20

21. DEVELOPING COMMON FACULTY
STANDARDS
Course Health Dashboard
Instructor Quality Review (IQR)
Faculty Support and Development Associates
End of Course Surveys (Faculty assessment portion
only)
Faculty Mentoring
Results
21

22. 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
22

23. COURSE HEALTH DASHBOARD –
QUALITY OF FACULTY FINAL SCORE
23

24. COURSE REQUIREMENTS
24

25. 2015 FSDA SCORE
25
2015 Goal was to maintain score at 2.8 or above while 2016 will have a goal to
maintain a 2.9 and above
2.94 2.99 2.96 2.98 2.97 2.89 2.97 2.93
1.00
2.00
3.00
4.00
2015 data exclude courses taught by 25% highest performing faculty
2015 Goal 2.8
2016 Goal 2.9

26. 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.
26

27. 27
End of Course Survey
 Students evaluate each course –
 Quality of the educational experiences
 Quality of the instructor
 Instructor was knowledgeable about
the topics
 Instructor was enthusiastic about teaching
the course
 Instructor provided timely feedback and
guidance to help students improve
 Quality of the course
 Quality of the course materials
 Opportunity to improve critical thinking and
problem solving
 Real-world applicability of the course
Image Teacher Collaboration.
Retrieved from
wccoyotehowl.blogspot.com

28. Ashford University Proprietary & Confidential - For Internal Use Only
3.35 3.33 3.32 3.363.38 3.39 3.38 3.39
1.00
2.00
3.00
4.00
Q1 Q2 Q3 Q4
2014
(FACULTY PORTION ONLY)
Quarter Date Range Sent Received Response Rate # Sections Faculty Portion
Q1 2014 1/7/14-3/29/14 132,328 19,265 14.90% 7,546 3.35
Q2 2014 4/3/14-6/27/14 123,640 19,473 16.20% 6,533 3.33
Q3 2014 7/2/14-9/30/14 129,109 21,388 17.30% 6,845 3.32
Q4 2014 10/4/14-12/29/14 104,673 27,888 27.30% 5,603 3.36
Q1 2015 1/2/15-3/29/15 113,909 34,509 30.60% 6,019 3.38
Q2 2015 4/2/15-6/27/15 103,730 30,903 30.30% 5,695 3.39
Q3 2015 7/3/15-9/29/15 110,451 42,708 38.10% 6,382 3.38
Q4 2015 10/5/15-12/21/15 92,389 34,655 36.80% 5,297 3.39
Goal: 3.42 by end of 2016
END OF COURSE SURVEY
(AGGREGATE SCORES – 0 TO 4 SCALE)
288

29. PROFESSIONAL DEVELOPMENT AND
SCHOLARSHIP
29
Center for Excellence in Teaching and Learning
University Fellows Programs
College of Education
Icons made with IconMaker https://iconsflow.com

30. 30
High Impact Online
Teaching & Learning
Practices
Online Teaching &
Learning Research
Understanding Our
Students
PROPOSALS BY CONFERENCE TRACK
ASHFORD
NOV. 4th and 5th
TLC
30

31. SUMMARY
31
On-Boarding & NFE
Mentoring

32. 32

33. ENHANCING FACULTY
CAPACITY TO PROMOTE
STUDENT SUCCESS
Tony.Farrell@ashford.edu
Lizy.Lamboy@ashford.edu
Denise.Maxwell@ashford.edu
33