EDUCAUSE | Presented at EDUCAUSE Annual Conferences and Faculty

Faculty Conceptions and Misconceptions of Hybrid Education Courses

drupal — Wed, 18 Oct 2006 15:56:51 -0500

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.

How Faculty Like to Learn (and What Should Be Done About It)

drupal — Wed, 18 Oct 2006 15:56:51 -0500

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.

Thinking Inside the Box: Modular Professional Development for Online Faculty

drupal — Wed, 18 Oct 2006 15:56:49 -0500

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.

Using Rubrics to Foster Learning-Centered Practices

drupal — Wed, 18 Oct 2006 15:56:45 -0500

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.

By Design: Grassroots Development for Strategic Gains

drupal — Tue, 01 Nov 2005 12:34:32 -0600

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.

Beyond Chalk: Determining Faculty Needs for Instructional Technologies and Support

drupal — Tue, 01 Nov 2005 12:34:30 -0600

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.

Keeping Faculty Development Relevant: Leading and Responding to Institutional Change

drupal — Tue, 01 Nov 2005 12:34:28 -0600

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.

A Five-Year Study on Faculty Adoption of Internet Integration: Uses, Motivators, and Hindrances

drupal — Mon, 08 Nov 2004 11:58:15 -0600

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.

A Collaborative Approach to Faculty Development

drupal — Mon, 08 Nov 2004 11:47:38 -0600

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.

Faculty Instructional Development Labs: Now That You've Built Them, Are They Coming?

drupal — Fri, 20 Aug 2004 14:06:30 -0500

Faculty need instructional and technical support for their efforts to improve learning by incorporating new and emerging computer, Web, and multimedia technologies and pedagogies into their courses. Two universities share experiences, via virtual tours of their faculty teaching and learning labs, in providing and marketing faculty support services and facilities.

Evolving Faculty Development: A Model for Responding to Change

drupal — Fri, 20 Aug 2004 11:20:21 -0500

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.

Relationship of Gender to Faculty Use of Online Educational Tools

drupal — Thu, 13 Nov 2003 12:11:26 -0600

Research shows that men and women use the Web differently. This difference may dictate what online tools faculty make available to enhance student learning. This paper will present the results of a research study that questions whether this gendered use extends to higher education faculty and will discuss possible implications.

Inspiring Faculty to Use a Course Management System

drupal — Thu, 13 Nov 2003 12:05:49 -0600

At a campus-wide showcase, Samford University faculty told how using a course management system enriched student learning. Professors shared examples and concepts through presentations and discussions with more than 60 attendees. Learn how this event was organized and how it recognized faculty and inspired faculty to use a course management system.

Strategies for Helping Faculty Manage Their Online Workload

drupal — Mon, 21 Jul 2003 17:41:04 -0500

This session will review faculty-developed strategies for managing time and energy while engaged in online instruction. The results from Sloan Foundation-sponsored research project will be shared. More than 40 strategies from four categories will be reviewed including authoring, teaching, revising materials, and institutional preparedness. Plans for additional research will also be reviewed.

Faculty as Students: Enhancing Student-Centered Learning Through Technology and Collaboration

drupal — Wed, 30 Oct 2002 16:32:49 -0600

In an intensive, four-day summer workshop, Lafayette College faculty examined how they learn, discussed how they might better teach, and explored how technology and collaboration can help them engage students in active learning inside and outside of class. Learn how the workshop was organized, the processes, and the results.

Determining the Web Presence of Faculty-Authored Web Sites

drupal — Tue, 11 Dec 2001 15:26:29 -0600

Responding to researchers at a large university who wanted to determine the extent to which faculty use the Web to support their courses, we cataloged and classified course Web sites on a vast network of Web servers located within departments that had different approaches to Web site management. Our presentation will describe how we accomplished this process.

The Faculty Fellows Program: Forming a Community of Educators around High-Performance Computing

drupal — Tue, 11 Dec 2001 11:28:46 -0600

The Faculty Fellows program established by the NPACI EdCenter supports faculty efforts to integrate high-performance computing into undergraduate curricula. Through release time, support from the EdCenter development team, and a 1-hour biweekly meeting with the fellows, the program has been successful in fostering interdisciplinary collaboration to promote undergraduate curricular development.

Faculty Technology Development Programs that Work

drupal — Mon, 10 Dec 2001 14:09:38 -0600

Three universities with very high faculty participation rates will present three different solutions for supporting faculty. The solutions are all flexible, homegrown, and cost effective. Topics will include "Training Programs that Expand to Meet Demand" (UFL), "Student Technology Assistant Program that Makes a Difference" (WFU), and "Faculty/IT Partnership that Transforms Learning" (UD).

Confessions of a Guerilla Technologist

drupal — Mon, 30 Oct 2000 16:59:58 -0600

Faculty development professionals have much in common with guerilla warriors, and should consider adopting at least some of their tactics and strategies to facilitate the change process in higher education. This paper describes the characteristics of guerillas, discusses their tactics, and explains how these tactics can be utilized to promote the integration of technology in the teaching/learning process.

Early Followers versus Early Adopters: The Use of Technology as a Change Lever Leads to Increased Learning and Decreased Costs in a Computer Fluency Course

drupal — Fri, 20 Oct 2000 14:28:30 -0500

Many early adopters of educational technology report increased costs, both in technology and in faculty time. This research shows how early followers can decrease costs by using existing on-line supplementary materials and a redesigned course structure that increases face-to-face contact and provides multiple means for students to learn course concepts.

Assessing the Impact on Students of Online Materials in University Courses

drupal — Mon, 14 Feb 2000 01:00:00 -0600

Many universities currently encourage the use of online materials to enhance on-campus courses. Assessment of the impact of these technology-enhanced course initiatives is necessary if we are to gain insight into the best practices_those that faculty should be encouraged to use based on student need. Assessment studies of this type will enrich the literature of distributed learning in higher education. This paper will present and discuss 1) a process for designing assessment strategies to measure the impact of online course materials on students and 2) the results of formative and summative evaluation, including the categories of benefits reported by students. Based on a campus-wide initiative to train university faculty to use course management software, this assessment includes data collected during a pilot-term with over 1850 students enrolled in 20 courses (22 sections).

Bridging the Chasm: Cooperative Development of Faculty Development Resources

drupal — Mon, 29 Nov 1999 18:38:57 -0600

The gap between early adopters of technology and the mainstream faculty population has been described as so wide as to constitute a veritable chasm. But with support agencies understaffed, how can participation rates be increased? What kinds of strategies should be utilized to reach mainstream faculty who appear to have fundamentally different interests and needs than early adopter groups? One approach is to leverage the work of several universities to train and support faculty in their use of technology. This is a summary of the EDUCAUSE '99 session that described a four-institution project aimed at collaborative development of faculty development resources. Working together, a workshop curriculum was designed, guides to effective practices were developed, best practice strategies in faculty development were examined, and new services were initiated to enable each campus to cross the chasm.

Globalization (A Freshman Seminar): Using Technology to Enable Alumni and Outside Experts to Enrich a Class

drupal — Fri, 12 Nov 1999 12:45:53 -0600

Faculty members can enrich their courses by combining student or alumni involvement with innovative uses of technology. This paper explains an approach used at Wake Forest University for implementing technology enhanced learning. The author sought the help of the Alumni Affairs office in recruiting alumni in different countries to participate electronically in the course using a web-based discussion forum. Guest experts were also "brought in" by using video and teleconferences.

Digitally Invested: Teaching and Learning with Online Images

drupal — Wed, 10 Nov 1999 16:33:20 -0600

The Digital Image Database instructional system was developed in response to increased student enrollment generated by the new General Education program at James Madison University. Already utilizing its resources to the fullest, the Visual Resources Center projected its inability to meet demands of added course sections and instructors. In 1998, faculty members were awarded an in-house grant from the Center for Instructional Technology to develop a system to alleviate this strain. This system is an example of how technology can positively impact faculty and student success when appropriately integrated into the teaching and learning process. This paper encompasses project development and design, cost, instructional impact, institutional impact, and faculty and student assessment.

UCF's Support for Teaching and Learning Online: CD-ROM Development, Faculty Development, and Statewide Training

drupal — Wed, 10 Nov 1999 13:35:21 -0600

The University of Central Florida has developed an award winning faculty development program providing experiential, collaborative learning for instructors to build online programs. A project is now underway to extend training throughout the State of Florida. Supporting students is also essential to the success of teaching online. The Pegasus Connections Disc provides software tools, tutorials and just-in-time information for all incoming UCF students and faculty. Lessons learned and evaluation data are shared in this paper.

Deconstructing Classroom Technology in Practice: What Our Web Instructional Techniques Suggest about What Faculty Want

drupal — Thu, 21 Oct 1999 14:52:52 -0500

This presentation deconstructs Web-based techniques that the presenters have researched and developed over several years, and demonstrates how each component can be used as a model for specific strategies in the classroom and services and products that faculty can use and apply. A variety of Internet and Web technologies are shown as they apply to the teaching of a statistics course and a fine arts course, both classes using a project-based or constructionist teaching strategy. Our unique coupling of the arts and statistics reveals how the same basic approach can be used in seemingly disparate settings to achieve instructional goals that are supported by many years of pedagogical research. Various technologies are used to stimulate students to create authentic finished work, publish their work on the Web, and develop real-world problem-solving skills. This paper discusses technologies and teaching strategies that reveal the characteristics of instructional technology services and products that faculty want.

The Catalyst Project: Supporting Faculty Uses of the Web...with the Web

drupal — Tue, 19 Oct 1999 12:53:37 -0500

Since 1994 UWired, a collaborative unit at the University of Washington, has worked to develop and improve ways to support faculty teaching with new technologies. In 1998 UWired initiated a series of activities aimed at reinventing its support structure and redefining the role of the university's Center for Teaching, Learning, and Technology. In early 1999 UWired launched the Catalyst project, the most visible manifestation of its new approach. This articledetails the strategic plan behind the Catalyst project and the redefinition of the center.

This EDUCAUSE '99 presentation was based on an article in CAUSE/EFFECT Volume 22 Number 3 1999.

Studies that Make a Difference: Tools for Faculty-Directed Inquiry and Improvement

drupal — Tue, 19 Oct 1999 12:47:43 -0500

The most useful and believable studies of courses and academic programs are those that instructors design themselves, focusing on those questions about which they care most. We present two systems that provide such tools to support the scholarship of teaching. First, a general purposes system for collecting information from students at the end of courses, developed by the U.S. Military Academy at West Point to coordinate academy, department and faculty inquiry and curriculum assessment. Second, Flashlight tool kits and training that focus on improving instructional uses of computing, video, and telecommunications.

Sustaining A Virtual Support Organization: The Learning Technologies Partnership, A Model for the New Millennium

drupal — Tue, 19 Oct 1999 12:41:25 -0500

To meet the ever-growing demand to integrate information technology into all aspects of university life, the University of Arizona has been exploring new support models. One of the most successful strategies for improving the instructional environment is found in the Learning Technologies Partnership. Created in 1995 to improve support and expand development opportunities for teaching faculty, the functional links between diverse service units--computer center, library, teaching center, video services, a new media research center, and the extended university--now support a "virtual organization." The impact of this virtual organization is felt across the curriculum. In its fifth year, the Partnership is preparing to step beyond "doing" to help lead the UA into the next millennium.