Faculty and Faculty Development

A faculty development survey analyzed what faculty want and need to be successful teaching online.

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.

Leveraging a faculty learning community has helped me do things I didn’t know how to do with technology, including podcasting my lectures.

The ELI Student/Faculty Questionnaire is designed to help you explore student and faculty experiences and expectations with technology in teaching and learning. Specifically, the questionnaire examines student and faculty

• Familiarity with learning technologies,
• Expectations for the use of technology in teaching and learning, and
• Views on how students prefer to learn.

This questionnaire provides insight into possible gaps that may exist at your institution, such as

• The difference between the learning technologies that are expected by today's students and those that your faculty feel comfortable using, and
• Students' self-described learning preferences contrasted with faculty perceptions of those preferences.

A dynamic information base aids research into existing technology practices among faculty and fosters partnerships.

Given the demands of teaching, service, and research, faculty are today expected to embrace learning technologies along with everything else, challenging the institution to help them make sense of what works and how to work it.

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.

The University of Minnesota has expanded its orientation for new faculty members from several hours to 3 days. The faculty are given information on the library systems and invited to attend faculty development workshops in teaching and learning along with information on other various aspects and programs the university has to offer.

Will faculty reduce lectures, become facilitators of learning, and adopt interactive learning methods? Are development tools available to help bring about these changes? Will students benefit? These questions will be addressed in Florida Community College's presentation of the SIRIUS Project involving over 300 faculty.