EDUCAUSE | Faculty and Faculty Development

Faculty Development Programming: If We Build It, Will They Come?

ckeller — Fri, 18 Jul 2008 14:03:20 -0500

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

Deploying Videoconferencing a New Way: Action Research for Collaboration Technologies

drupal — Wed, 09 Apr 2008 12:23:24 -0500

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.

How to Use What We Know: 21st-Century Faculty and Students

drupal — Fri, 28 Mar 2008 10:35:40 -0500

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.

Doing What I Don’t Know How to Do

ckeller — Tue, 29 Jan 2008 11:06:13 -0600

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

ELI Discovery Tool: Student/Faculty Questionnaire

ckeller — Fri, 18 Jan 2008 10:41:06 -0600

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.

Design and Development of a Faculty Technology Practices Directory

ckeller — Fri, 09 Nov 2007 13:24:49 -0600

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

Wikis and Podcasts and Blogs! Oh, My! What Is a Faculty Member Supposed to Do?

ckeller — Fri, 24 Aug 2007 16:19:28 -0500

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.

Faculty Development and the Net Savvy Student - Concurrent Session

drupal — Wed, 22 Aug 2007 17:19:08 -0500

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.

Navigating the Mammoth University

ckeller — Wed, 22 Aug 2007 11:59:52 -0500

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.

A SIRIUS Look at Faculty Development

drupal — Tue, 19 Jun 2007 14:20:55 -0500

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.

A Web-Based Activity Reporting and Evaluation System for Faculty

drupal — Fri, 15 Jun 2007 11:22:43 -0500

The University of Mississippi recently implemented an online faculty activity reporting system that allows users to submit details of creative, research, and service activities while automatically incorporating course, committee, and other existing information from SAP's Campus Management module. This presentation will examine the development, deployment, and benefits of this complex system.

Finding the Right Fit for Faculty IT Development

drupal — Thu, 14 Jun 2007 12:16:07 -0500

Different models for faculty development are needed in different situations. In this session, learning technology professionals from three institutions will describe and discuss issues unique to their faculty development needs and how they are successfully addressing them at their institutions with customized training and development programs.

Faculty Adoption of Educational Technology

drupal — Wed, 07 Feb 2007 11:49:24 -0600

Educational technology support plays a critical role in helping faculty add technology to their teaching.

Building Community Among Faculty: Best Practices Online

drupal — Fri, 26 Jan 2007 17:18:39 -0600

Firmly established faculty development at St. Lawrence University is being leveraged to produce an online archive of best practices. Learn more about how interactive and media-rich publications on the Web are developed in an initiative to build community among scholars and promote best practices for teaching, learning, and research.

Postercast: Building Community Among Faculty

cclark2 — Wed, 24 Jan 2007 17:11:40 -0600

Kim Mooney and Sondra Smith from St. Lawrence University in the north country of New York State talk about "Building Community Among Faculty: Best Practices Online." Recorded during their poster sessions at the ELI Annual Meeting in Atlanta.

Effective Live Online Faculty Development Workshops: One Model

drupal — Wed, 01 Nov 2006 13:29:44 -0600

Online Workshops accommodate distant participants and also encourage local experimentation.

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.

The Tablet PC For Faculty: A Pilot Project

drupal — Wed, 05 Jul 2006 12:06:29 -0500

This paper describes a pilot project with the purpose of evaluating the usefulness of tablet PCs for university professors. The focus is on the value of tablets primarily with respect to teaching and learning (and not for research or administrative work). Sixty-four professors, distributed across the various schools of a university, were provided with tablet PCs and were trained in their use. A survey was distributed to the participants at the end of the semester. There were 59 respondents, and of these 45 used the tablet in at least one of their classes. This paper describes the pilot project and the survey results. We observed that a) only a fraction of faculty are motivated to use tablet technology: roughly a third of faculty expressed an interest in replacing their notebook computer with a tablet computer and b) generally, participating faculty did indeed use tablet functionality in their classes and were convinced that this use resulted in a meaningful impact on teaching and learning.

Faculty Work for the 21st Century

drupal — Tue, 30 May 2006 12:17:17 -0500

Presentation at the ELI Web Symposium, May 24-25, 2006.
Thursday, May 25, 2006, 2:30 - 3:30 p.m.

Faculty Development Issue: When (And How) To Introduce Faculty to Technology

markmorton — Wed, 15 Mar 2006 12:35:18 -0600

In October of 2005, I emailed about forty individuals who have expertise in faculty development as it pertains to instructional technologies. In my email, I asked them this question: in a workshop or training program that's designed to help instructors learn to use online technologies in ways that promote active, student-centered learning, at what point should those instructors actually be introduced to the technology? That is, should one discuss the technology before discussing the pedagogy, or should one discuss the technology after discussing the pedagogy, or should one blend together the discussions of technology and pedagogy in an iterative manner? As it turned out, there was a clear consensus among the 37 individuals who responded to my query; I discuss that consensus in the attached PDF, which comprises a synthesis of the responses as well as an appendix that includes all of the responses in their entirety. -- Mark
PS I've replaced the original PDF, which wasn't opening in all versions of Acrobat. It now should open in any version. -m

No Teacher Left Behind: How to Teach with Technology

drupal — Fri, 11 Nov 2005 11:25:37 -0600

A three-phase program taught veteran and novice instructors how to effectively integrate technology into lesson plans.

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.

ELI Innovations & Implementations – Online@UCF

drupal — Wed, 12 Oct 2005 16:23:31 -0500

The University of Central Florida's Online@UCF initiative serves tens of thousands of students across Florida and engages 75 percent of UCF faculty. It offers 15 online degree programs, 10 online graduate certificate programs, approximately 1,300 fully online and blended courses, and hundreds of other courses that enhance face-to-face instruction with online resources. In AY 2003–2004, almost 44 percent of UCF's roughly 44,000 students enrolled in at least one fully online or blended course.

Online@UCF has achieved this success through three units. Instructional designers in Course Development & Web Services (CDWS) work with faculty to increase their knowledge and use of best practices in fully online, blended, and Web-enhanced learning; the Center for Distributed Learning (CDL) provides planning and administrative support for online learning faculty and students; and the Research Initiative for Teaching Effectiveness (RITE) documents the success of these efforts in the form of improved learning outcomes as well as high rates of faculty and student satisfaction. Together, these units have established Online@UCF as an effective practice model in the development and support of online learning.

ELI's Innovations & Implementations series highlights innovative teaching, learning, and technology practices in higher education. Each Innovations & Implementations piece provides a practical overview of an innovation, focusing on its significance and implementation issues. Use Innovations & Implementations to explore innovative practices that might be of value to your institution.

ELI Innovations & Implementations - Instructional Development Initiative (IDI)

drupal — Tue, 11 Oct 2005 16:34:29 -0500

In 1993, the Virginia Polytechnic Institute and State University launched the Instructional Development Initiative (IDI), using technology to foster curricular and pedagogical innovation. IDI set in motion a series of carefully managed investments, resulting in a suite of high-profile, campus-wide professional programs for faculty and staff. As a result, Virginia Tech has been recognized nationally for its achievements in engaging faculty in the sharing of successful strategies; expanding the range of active learning experiences available to students; providing a replicable model for other institutions; and managing resources while supporting innovation in an era of continual budget constraints.

Above and Beyond: Building Faculty Tools and Relationships

drupal — Tue, 24 May 2005 11:29:28 -0500

Michigan State University's Academic Computing and Network Services and Office of the Registrar have leveraged existing technologies to provide faculty with an enriched set of tools to assist in their teaching responsibilities. Come see how we've built bridges between systems and faculty, from CMS attendance loads to secure exam covers.

Transitioning from Brick and Mortar to Online: A Faculty Perspective

drupal — Tue, 12 Apr 2005 10:49:50 -0500

This article presents faculty perspectives and experiences on transitioning a traditional brick-and-mortar program to an online degree program.

Faculty Development for the Net Generation

drupal — Wed, 09 Feb 2005 17:08:01 -0600

If faculty and students have different perspectives, there should be a process to help faculty understand those different perspectives, as well as effective approaches to teaching their students. In this chapter from "Educating the Net Generation", Anne Moore, John Moore, and Shelli Fowler describe programs designed to enhance the faculty's fluency in information technology-and better meet the needs of the Net Generation. Virginia Tech's program for faculty, the Faculty Development Institute, as well as one designed for future faculty, the Graduate Education Development Institute, provide valuable models of faculty development.

The Roles of Mentors in Electronic Learning Environments

drupal — Fri, 10 Dec 2004 15:49:20 -0600

This article describes the roles of mentors to meet the need for mentors in electronic learning (eLearning) environments. The existing literature has documented factors impeding effective eLearning and the multiplicity of the faculty's roles that demands too much time on the faculty within eLearning environments. This article argues for the need for mentors to assist instruction and facilitate learning within eLearning environments. The roles of mentors built around the multiple roles of the faculty are then identifi ed as teaching assistants, social connectedness initiators, and technical supporters. A guideline for mentors outlining mentors' roles, responsibilities, and contributions was proposed. This guideline may be adopted by mentors as a fundamental job-aid in practicing mentoring. An example of implementation of mentors in an eLearning environment, which resulted in higher learning achievement, was also presented. In conclusion, it is suggested that mentors should be employed within eLearning environments for assisting students overcoming eLearning barriers and achieving effective learning within eLearning environments.

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 & Technology: Rewarding TET

drupal — Mon, 11 Oct 2004 15:30:47 -0500

Despite rapid adoption of technology-enhanced and teaching (TET) in higher education, institutions may unwittingly be thwarting faculty use of the tools.

From Campus to Web: The Changing Roles of Faculty From Classroom to Online Teaching

drupal — Fri, 01 Oct 2004 16:05:17 -0500

The objective of this research is to study the transition and self-perception of a sample group of Israeli faculty currently intergrating online teaching within campus-based teaching.

Evaluating Faculty Performance During the Information Revolution: But Is It Scholarship?

drupal — Fri, 27 Aug 2004 13:28:47 -0500

Scholarship, teaching, and service form the basis for professional evaluation in the U.S. academy. The information revolution has begun to transform the possibilities within and across these three realms. We can now see the historical specificity of the "Cartesian/passive" mode of production of knowledge, with its characteristic systems for generating, evaluating, disseminating, and consuming research and scholarship. The outlines of a new mode of knowledge production help us both understand the underlying forces that strain extant systems and suggest constructive new approaches to evaluating faculty performance.

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.

Scalable and Sustainable Training and Development Solutions for Busy Faculty

drupal — Wed, 28 Apr 2004 12:27:04 -0500

A wealth of information on individual development programs geared toward the successful integration of communication and information technologies into academia is available, yet it tends to be dispersed and campus or university specific. This session will provide a framework and templates for creating a comprehensive, collaborative, and sustainable program for faculty development. While highly practical in focus, this session will include areas where technology may be used most effectively.

Lessons Learned from a Faculty Incentive Grant Program

drupal — Tue, 27 Jan 2004 10:35:02 -0600

Two years ago, UMBC offered teaching, learning, and technology "mini-grants" to encourage faculty to develop innovative approaches to instruction and enhance students' technology fluency. Awards could be used individually or spread across a department, but recipients were required to present their approaches at an annual TLT fair.

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.

Transforming Teaching in a Technology-Enabled Learner-Centered World: True Enterprisewide Change Requires Faculty Development, Support, and Rewards

drupal — Tue, 22 Jul 2003 15:38:44 -0500

Higher education administrators must understand the challenges presented to faculty by the revolutionary changes being made by the new teaching and learning technologies and by the pressures created by the new students entering the academy. Faculty vary considerably in both their abilities and their attitudes toward the new technologies and institutionally-based attempts to engage the faculty must take these variations into account in order to be successful.The NLII has looked at some strategies that administrators can use to successfully engage faculty and to effectively transform teaching and learning using technology.

This article highlights five approaches presented at the NLII annual meeting in New Orleans which addressed faculty engagement and development, presenting case studies and findings to help guide institutional leaders in their understanding of the complex nature of faculty attitudes, motivations, cultures, and abilities.

A summary of NLII resources and activities (past, present and planned) on Faculty Engagement is also provided.

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.

Multidimensional Faculty Support for Distance-Learning Initiatives

drupal — Mon, 07 Apr 2003 16:18:30 -0500

Effective support for faculty who integrate distance learning into their pedagogical constructs requires not only ongoing but also broad-based, timely, and multidimensional support. Some offerings might include boot camps, departmental sessions, faculty development centers, user groups, workshops, technical support groups, one-on-one sessions, exemplar demonstrations, and more.

Netlaw: The Faculty and Digital Technology

drupal — Mon, 01 Jul 2002 12:27:51 -0500

At a time when Higher Ed is investing heavily in digital technology, faculty are cautious about its use.

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.

Faculty Engagement and Support in the New Learning Environment

drupal — Tue, 12 Sep 2000 12:17:27 -0500

Best practices in faculty engagement and support encourage both first- and second-wave faculty adopters of new learning technologies in a wide variety of academic institutions

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.