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Presented at EDUCAUSE Annual Conferences and Faculty

Recent library resources tagged with Presented at EDUCAUSE Annual Conferences and Faculty.

Faculty Conceptions and Misconceptions of Hybrid Education Courses
Added by the EDUCAUSE Librarian
Title:Faculty Conceptions and Misconceptions of Hybrid Education Courses (ID: EDU06300)
Author(s):Thomas Kelly (Dowling College), Elsa Sofia Morote (Dowling College), and Helen C. Wittmann (Dowling College)
Origin:Presented at EDUCAUSE Annual Conferences (10/10/2006)
Type:Presentations/Speeches
Abstract:This study identified faculty conceptions and misconceptions that influence the adoption of hybrid (online plus face-to-face) courses. The results of a survey of 128 faculty in four private colleges and universities in New York will be presented. We also compared misconceptions between faculty experienced in teaching with faculty not experienced teaching hybrid courses.
View this resource:
http://www.educause.edu/ir/library/powerpoint/EDU06300A.pps
http://www.educause.edu/ir/library/word/EDU06300B.docConceptions and Misconceptions
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How Faculty Like to Learn (and What Should Be Done About It)
Added by the EDUCAUSE Librarian
Title:How Faculty Like to Learn (and What Should Be Done About It) (ID: EDU06311)
Author(s):Carl F. Berger (University of Michigan-Ann Arbor), Jeff Bohrer (University of Wisconsin-Madison), and Cheryl Ann-Marie Diermyer (University of Wisconsin-Madison)
Origin:Presented at EDUCAUSE Annual Conferences (10/12/2006)
Type:Presentations/Speeches
Abstract:How do faculty prefer to learn about technology? Are adult learning principles applicable? Is a new type of faculty emerging? Drawing on data from dozens of faculty surveys, this session will provide a framework for understanding the most effective methods of guiding faculty in their learning about technology.
View this resource:
http://www.educause.edu/ir/library/powerpoint/EDU06311A.ppsHow Faculty Like to Learn
http://www.educause.edu/ir/library/pdf/EDU06311B.pdfReferences-How Faculty LIke to Learn
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Thinking Inside the Box: Modular Professional Development for Online Faculty
Added by the EDUCAUSE Librarian
Title:Thinking Inside the Box: Modular Professional Development for Online Faculty (ID: EDU06271)
Author(s):Matthew A. Christian (Marshall University)
Origin:Presented at EDUCAUSE Annual Conferences (10/11/2006)
Type:Presentations/Speeches
Abstract:Developing a scalable training program can be a daunting challenge. At Marshall, training has been formatted into a "box." The concept of a "box" was used to create a scalable program that can be recreated and reused. Inside the box resides reusable content that is time friendly to faculty and staff.
View this resource:
http://www.educause.edu/ir/library/powerpoint/EDU06271.ppsE06_Christian
http://www.educause.edu/ir/library/powerpoint/EDU06271.ppsE06_Christian
http://www.marshall.edu/muonlineMUOnline
[Off site]
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Using Rubrics to Foster Learning-Centered Practices
Added by the EDUCAUSE Librarian
Title:Using Rubrics to Foster Learning-Centered Practices (ID: EDU06155)
Author(s):Phyllis Blumberg (University of the Sciences in Philadelphia) and JoAnn Gonzalez-Major (University of the Sciences in Philadelphia)
Origin:Presented at EDUCAUSE Annual Conferences (10/09/2006)
Type:Presentations/Speeches
Abstract:Through the use of an online self-assessment rubric and supporting worksheets, faculty developers can guide faculty to incrementally change their teaching in five practice areas. Participants will use these materials to assess the learning-centered status of a course. We will also consider if all courses should be learner centered. We will discuss the various ways faculty developers can use self-assessment rubrics, and problems that can arise when administrators use formative evaluations as summative measures to make high-stakes decisions.
View this resource:
http://www.educause.edu/ir/library/pdf/EDU06155.pdfFostering Learning Centered Teaching
http://midsolutions.org/cmsOnline faculty tutorial
[Off site]
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Beyond Chalk: Determining Faculty Needs for Instructional Technologies and Support
Added by the EDUCAUSE Librarian
Title:Beyond Chalk: Determining Faculty Needs for Instructional Technologies and Support (ID: EDU05151)
Author(s):Charlotte L. Briggs (Loyola University Chicago) and Deborah Keyek-Franssen (University of Colorado at Boulder)
Origin:Presented at EDUCAUSE Annual Conferences (10/19/2005)
Type:Presentations/Speeches
Abstract:As faculty innovation and student demands push the need for increased instructional technology use, obtaining good data about faculty needs and desires becomes crucial to decision makers. This presentation gives an overview of effective research design, surveying, and focus groups that result in good data collection and includes survey and focus group results about instructional technology use.
View this resource:
http://www.educause.edu/ir/library/powerpoint/EDU05151.pps
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By Design: Grassroots Development for Strategic Gains
Added by the EDUCAUSE Librarian
Title:By Design: Grassroots Development for Strategic Gains (ID: EDU05204)
Author(s):Shelli B. Fowler (Virginia Tech), Anne H. Moore (Virginia Tech), and John F. Moore (Virginia Tech)
Origin:Presented at EDUCAUSE Annual Conferences (10/20/2005)
Type:Presentations/Speeches
Abstract:Virginia Tech's Faculty Development Institute, Graduate Education Development Institute, and Center for Innovation in Learning represent substantive, long-term investments in faculty creativity. This presentation will describe a program suite that supports opportunities for systematically rethinking teaching and using technology to benefit learning across curricula and in strategically targeted instructional arenas.WINNER: 2005 EDUCAUSE Award for Systemic Progress in Teaching & Learning. Award sponsored by WebCT, An EDUCAUSE Gold Partner.
View this resource:
http://www.educause.edu/ir/library/powerpoint/EDU05204.pps
http://www.fdi.vt.edu/Virginia Tech's Faculty Development Institute
[Off site]
http://www.gedi.vt.edu/Virginia Tech's Graduate Education Development Institute
[Off site]
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Keeping Faculty Development Relevant: Leading and Responding to Institutional Change
Added by the EDUCAUSE Librarian
Title:Keeping Faculty Development Relevant: Leading and Responding to Institutional Change (ID: EDU05075)
Author(s):John F. Moore (Virginia Tech) and C. Edward Watson (Virginia Tech)
Origin:Presented at EDUCAUSE Annual Conferences (10/19/2005)
Type:Presentations/Speeches
Abstract:As strategic plans shift and faculty needs evolve, faculty development programs must respond accordingly to continue to function as relevant catalysts for change. This presentation will provide an evocative case study of Virginia Tech's Faculty Development Institute, a program that has successfully evolved over 10 years in a dramatically changing university environment.
View this resource:
http://www.educause.edu/ir/library/pdf/EDU05075.pdf
http://www.fdi.vt.eduVirginia Tech's Faculty Development Institute
[Off site]
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A Collaborative Approach to Faculty Development
Added by the EDUCAUSE Librarian
Title:A Collaborative Approach to Faculty Development (ID: EDU04162)
Author(s):Sarah Cheverton (James Madison University)
Origin:Presented at EDUCAUSE Annual Conferences (2004)
Type:Presentations/Speeches
Abstract:The Center for Instructional Technology collaborates with university organizations to facilitate a proactive multifaceted approach to faculty development. A highly skilled staff works with these organizations to provide and support development opportunities that incorporate the use of university learning-management tools in order to model their use and develop faculty skills in an effective and efficient manner.
View this resource:
http://www.educause.edu/ir/library/pdf/EDU04162.pdf
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A Five-Year Study on Faculty Adoption of Internet Integration: Uses, Motivators, and Hindrances
Added by the EDUCAUSE Librarian
Title:A Five-Year Study on Faculty Adoption of Internet Integration: Uses, Motivators, and Hindrances (ID: EDU04163)
Author(s):Sandra E. Poindexter (Northern Michigan University)
Origin:Presented at EDUCAUSE Annual Conferences (2004)
Type:Presentations/Speeches
Abstract:Administrators and IT supporters push for increased Internet integration into traditional classrooms. What role does policy play? What motivates faculty to use the Web for course communication, management, and supplements? What inhibits other faculty? Distributed results of a five-year, cross-disciplinary study at Northern Michigan University will be interpreted and discussed.
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http://www.educause.edu/ir/library/pdf/EDU04163.pdf
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Evolving Faculty Development: A Model for Responding to Change
Added by the EDUCAUSE Librarian
Title:Evolving Faculty Development: A Model for Responding to Change (ID: EDU0453)
Author(s):Benjamin Hambelton (Boise State University) and Kevin S. Wilson (Boise State University)
Origin:Presented at EDUCAUSE Annual Conferences (10/20/2004)
Type:Presentations/Speeches
Abstract:A major challenge in faculty development is moving faculty from technical skills training to consideration of the pedagogical potential and implications of digital technologies. One university's seven-year evolution from skills training to curricular development to technology-infused pedagogical design will provide a model for structuring faculty development efforts at other institutions.
View this resource:
http://www.educause.edu/ir/library/powerpoint/EDU0453.pps
http://www.educause.edu/ir/library/ra/EDU0453.ram
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