Faculty and Presentations/Speeches

The meaning of "student" is evolving at Duke University in response to many institutional and faculty outreach efforts. This trend is mirrored at many of Duke’s peer institutions. We see the concept of "learners" expanding beyond traditionally enrolled college students to include community participants, youth enrolled in talent programs, and continuing education students. At the same time, the realm of academic services faculty use for teaching has grown beyond traditional institutionally provided services such as Blackboard to encompass Flickr, blogs, Twitter, and any new technology available to faculty for free. How can we address the expansion in student population and in resources? How do you extend your institution’s computing resources to people outside your campus? How do you extend your local service concepts and policies to the end-user commodity-driven applications that are within any faculty’s reach? Lynne O'Brien and Klara Jelinkova will discuss the issues, concepts, and solutions surrounding identity management proposed and implemented at Duke University.

A new "action research" model for fostering the use of videoconferencing for faculty collaboration will be demonstrated and described. The project team provided behavior models that engaged the faculty directly rather than focusing on training and techniques. Evaluating the project's success using survey and interview data will also be presented.

What do faculty really want from faculty development efforts designed to help them teach with technology? How can institutions best meet faculty needs in this area? This presentation will share results from longitudinal studies of faculty, students, and technology at the University of Minnesota and will discuss the impact of these results on our faculty development efforts.

Providing library resources to the learner, at the point of need, is the focus of the University of Wisconsin Colleges Library Course Page Project. Each course has a dynamically created library course page, which provides learners with these materials. We will present features and implementation information, as well as how the program has been received.

The dean, division director, or department chair responsible for faculty performance evaluation may never have taught or taken an online course. Unions may stipulate that the same evaluation form be used for online and on-site evaluations. Learn how one college trained nontechnical evaluators to assess distance learning.

This presentation will demonstrate Northeastern University's new online CRM application to increase student retention through communication between faculty and advisors. This tool allows faculty to identify students with poor or declining performance or other performance difficulties and easily report these issues to advisors.

Case study research conducted at a research university explores three distinct models of decision-making authority in the evaluation of curricular materials. Critical issues are identified in terms of the roles and methods employed by instructional designers. Participants will discuss findings in light of their institutional practices.

Today's millennial Hispanics are part of a generational wave of young students likely to be more disengaged in traditional learning environments. Discover how a new generation of learning classrooms can increase millennial students' engagement at your college and learn about faculty's perceptions of this new environment.

The phenomenon of social networking software like Facebook has been widely publicized. At UNC-Chapel Hill, over 90 percent of first year students are Facebook users. But is there utility for faculty and staff? Yes! This presentation will describe the uses of Facebook that might benefit many of us.

This session will share guiding principles the University of Minnesota uses to deliver an integrated suite of faculty development programs designed to help faculty meet the needs of net savvy students. Our guiding principles are informed by the data routinely collected from our students and faculty, the literature, and our practice.