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Ensuring quality and determining
effectiveness
Tanya Joosten, @tjoosten, tjoosten@uwm.edu
What is
success?
CC Flickr katherine.a
Desired
results
Higher retention
Better grades
Satisfy students
More Learning
Enhance Engagement
Increase Enrollments
Save...
Defining
success
Define
pedagogical
model
Design a faculty
development
program
What is “it”
Pedagogical
model
Content
•Text
•Images
•Audio
•Video
Interactivity
•Discussions
•Groups
•Feedback
Assessment
•Written and...
• Ten questions
• Designing learning modules
• Online vs. F2F - Integration
• Decision rubric for
content choices
• Learni...
Did it work?
Input
• Medium (F2F
or Online)
• Instructor
demographics
• Discipline
• Course level
Process
• Defining
pedag...
Course evaluation
Who is your audience?
What variables will be
examined?
How will the data be collected?
analyzed?
How (and where) will the ...
Audience
Input Process Output
Students Interactivity Students/Faculty
Demographics Communication Learning
Age Engagement Satisfacti...
Collecting
Analyzing
Dissemination
CC Flickr bengray
Resources
CC Flickr Vandy CFT
Timeline
CC Flickr zamboni.andrea
Other considerations…
Contact me @tjoosten, tjoosten@uwm.edu, tanyajoosten.com
Thanks for listening!
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ENSURING QUALITY AND DETERMINING EFFECTIVENESS, ELI Focus Session

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As many institutions have invested in faculty development programming and understand that it is pivotal to the success of innovation in course designs and academic programming, there is a need to ensure that the products resulting from these efforts are meeting institutional standards of quality for student learning and other outcomes. We have seen an array of mediated forms of learning (hybrid, blended, flipped, online, self-paced, competency-based, MOOCs, and more) being diffused across campuses and systems, and many of us have been asked to provide evidence of the effectiveness of our faculty development programming to ensure the quality of classes and programs. Administrators are looking for an ROI in faculty development as we are seeing decreases in funding, enrollments, and budgets. This presentation will share an approach to ensuring quality and evaluating the effectiveness of faculty development, including the sharing of resources.

Outcomes: Learn about a life cycle of ensuring quality in faculty development * Identify steps in a backward-design approach to evaluating the effectiveness of faculty development * Share potential resources to use in future efforts

Tuesday, Apr 1st, 2014, 12:15 PM - 12:40 PM, Eastern Time

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ENSURING QUALITY AND DETERMINING EFFECTIVENESS, ELI Focus Session

  1. 1. Ensuring quality and determining effectiveness Tanya Joosten, @tjoosten, tjoosten@uwm.edu
  2. 2. What is success? CC Flickr katherine.a
  3. 3. Desired results Higher retention Better grades Satisfy students More Learning Enhance Engagement Increase Enrollments Save Money Recover Space
  4. 4. Defining success Define pedagogical model Design a faculty development program What is “it”
  5. 5. Pedagogical model Content •Text •Images •Audio •Video Interactivity •Discussions •Groups •Feedback Assessment •Written and oral examination •Discursive •Portfolio
  6. 6. • Ten questions • Designing learning modules • Online vs. F2F - Integration • Decision rubric for content choices • Learning objects Content • Progressive/summative • Before, during, and after • Self evaluation • Peer evaluation • Student evaluation Course Evaluation • Rubrics • CATs • Templates • Traditional formats Assessment • Synchronous/asynchronous • Establishing voice • Discussion forums • Small groups Interactivity • Managing expectations • Time management • Technology support Helping Your Students • Staying organized • Managing workload • Avoiding course and a half Course Management Course Redesign Transitioning to online and blended teaching Faculty development
  7. 7. Did it work? Input • Medium (F2F or Online) • Instructor demographics • Discipline • Course level Process • Defining pedagogical model • Designing faculty development program Output • Course level • Program and Institutional level
  8. 8. Course evaluation
  9. 9. Who is your audience? What variables will be examined? How will the data be collected? analyzed? How (and where) will the data be presented? Who will be involved in the evaluation process? When will the evaluation be completed? Evaluation plan
  10. 10. Audience
  11. 11. Input Process Output Students Interactivity Students/Faculty Demographics Communication Learning Age Engagement Satisfaction Gender Social Presence Performance Ethnicity Content Student Status Assessment Course/Institutional Data Full time/Part time Retention Employment Status Drop/Withdrawal Rate Zip Code Grade Course/Instructor Evaluation Course Discipline Course Level Instructor Mode of Delivery Variables
  12. 12. Collecting
  13. 13. Analyzing
  14. 14. Dissemination CC Flickr bengray
  15. 15. Resources CC Flickr Vandy CFT
  16. 16. Timeline CC Flickr zamboni.andrea
  17. 17. Other considerations…
  18. 18. Contact me @tjoosten, tjoosten@uwm.edu, tanyajoosten.com Thanks for listening!

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