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Nine Months In: Successes, Shortcomings, and Future Plans for Localness Initiatives
The document outlines the successes and challenges of blended learning implementation at Simmons College over a nine-month period, detailing strategic planning, faculty engagement, and the development of supportive policies. It highlights the establishment of blended learning successes through professional development, ethnographic case studies, and course redesign efforts. Furthermore, it addresses future concerns regarding economic pressures, leadership changes, and the quality of courses.
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Nine Months In: Successes, Shortcomings, and Future Plans for Localness Initiatives
- 1. Nine Months In Successes,Shortcomings & Future Plans Gail Matthews-DeNatale, Ph.D. Associate Director, Academic Technology 2008 Sloan-C International Conference on Online Learning
- 2. About Simmons • 100+years old • Private college located in Boston • 5,000 students (1/2 grad, 1/2 undergrad) • Women’s undergrad college and five co- educational grad schools • Small university
- 3. A Bit ofHistory: 2006-2007 SATV: Shared Academic Technology Vision May - Aug - Planning - Briefing Document Development Jan - April - SATV Set as Priority Sept - Dec - 1st College Meeting - School Meetings - 2nd College Meeting - 3rd College Meeting Implementation Strategy: • Macro/Micro: College-wide Working Groups in Conjunction with School- based Decision-Making Processes • Informed Decision-Making: Lots of Examples and Briefing Documents • Creative Voting Exercises (3 stickers, $10 to spend, clickers, etc.)
- 4.
- 5. • Faculty InterestGroup: Peter Sands Presentation • UW-M Facilitated Simmons Faculty Institute • Developed Sloan Localness Proposal (12/07 award notice) A Bit of History: 2007-2008
- 6. See Executive Summary Highlights •Mandated faculty professional development • 1:17-20 Teacher/Student ratio • Blended “counts” in P&T and for sabbatical leave • Start-Up incentives Blended Learning Successes: Institution-Wide Policies
- 7. See Handout • Highlights •Guiding Questions Document • Curriculum Committee and Faculty Retreats Blended Learning Successes Curriculum Committees
- 8. Include • Video Interview •Course Tour • Sample Course Materials (Modules, Assignments) • Recommended Exercises for Blended Course Redesign • Glossary of Terms Designed to also be used as learning modules Blended Learning Successes Ethnographic Case Studies
- 9. Ethnographic Case Studies UseScenarios • Face-to-face institutes or blended institutes • Fully online professional development (especially for adjuncts) • Scheduled asynchronous (faculty available online as discussants) • Self-paced independent Ten faculty cases planned for 08-09, eight are “in the can”
- 10. Blended Learning Successes Institutesand Assessments Twice Annual Faculty Institute • 37 Simmons faculty and staff have participated • 20 courses have been blended • “High Touch” assessment instruments created (one pre/post attitudes, another based on CLASSE) http://www.zoomerang.com/Survey/survey-intro.zgi?p=WEB228FE6N5KUJ SEE ALSO CLASSE EXAMPLE
- 11. Blended Learning Successes Expansion OtherSchools Coming on Board • CAS Education (blended faculty model) • SSW Partnership with Lyndon College in VT • SOM Project to Provide Business Management Education to Women in Underserved Communities
- 12. We Live inInteresting Times • The Economy!!! • Change in College Leadership • Pushback on 50% • Uneven Quality of Courses (Concerned that Blended Will Take the Fall) • Anxiety About Where This Is Heading (We Know Who Our Students Are Now …) Blended Learning Challenges
Editor's Notes
- #7 Progress So Far Worked with Deans and faculty to develop policies in support of blended (e.g., tenure and promotion, sabbatical consideration) Developed guiding questions and recommendations for curriculum committees Offer an intensive faculty institute (based on UW-M) twice per year 37 Simmons faculty and staff have taken the institute 20 courses have been blended
- #8 Progress So Far Worked with Deans and faculty to develop policies in support of blended (e.g., tenure and promotion, sabbatical consideration) Developed guiding questions and recommendations for curriculum committees Offer an intensive faculty institute (based on UW-M) twice per year 37 Simmons faculty and staff have taken the institute 20 courses have been blended
- #11 Progress So Far Worked with Deans and faculty to develop policies in support of blended (e.g., tenure and promotion, sabbatical consideration) Developed guiding questions and recommendations for curriculum committees Offer an intensive faculty institute (based on UW-M) twice per year 37 Simmons faculty and staff have taken the institute 20 courses have been blended
- #12 Progress So Far Worked with Deans and faculty to develop policies in support of blended (e.g., tenure and promotion, sabbatical consideration) Developed guiding questions and recommendations for curriculum committees Offer an intensive faculty institute (based on UW-M) twice per year 37 Simmons faculty and staff have taken the institute 20 courses have been blended
- #13 Progress So Far Worked with Deans and faculty to develop policies in support of blended (e.g., tenure and promotion, sabbatical consideration) Developed guiding questions and recommendations for curriculum committees Offer an intensive faculty institute (based on UW-M) twice per year 37 Simmons faculty and staff have taken the institute 20 courses have been blended