B . J e a n M a n d e r n a c h , E m i l y D o n n e l l i - S a l l e e ,

A n n R a n d a l l & A m b e r D a i l e y - H e b e r t

CHALLENGES AND SUCCESSES IN FACULTY

DEVELOPMENT

OVERVIEW

• Traditional professional development models are an inefficient (and ineffective) means of supporting adjunct faculty teaching online courses. The challenge lies in expanding the scope and focus of programming to meet the needs of a diverse faculty body composed of full-time, adjunct, face-to-face, and online faculty. The discussion will address: changing the culture of adjunct faculty, increasing engagement in the university community, and promoting investment in professional development initiatives, as well as scheduling, access, and the scalability of faculty development initiatives.

Faculty Development

Private

PublicFor-Profit

FOR-PROFIT: GRAND CANYON UNIVERSITY

• Institutional Culture• Rapid growth• Campus-centric • Large adjunct

population• Division between

academics and operations

GRAND CANYON UNIVERSITY

• Challenges• Rate of growth• Communication• Technology• Adjunct culture• Faculty perceptions• Continuously

changing faculty population• Scheduling

GRAND CANYON UNIVERSITY

• Effective Strategies• Online portal• Community building• Asychronous

programming• Synchronous

webinars• Faculty recognition• Resource support

NON-PROFIT/PRIVATE:PARK UNIVERSITY

• Institutional Culture• 40 satellite campuses

across the country, with some adjunct faculty 100% virtual

• Academic oversight and faculty governance emanate from flagship campus

• Full-time faculty to adjunct faculty ratio (130 to 1,300)

PARK UNIVERSITY

• Challenges• Growth of distance

programs has outpaced growth of development programs

• Multiple and shifting faculty development stakeholders/initiatives

• Communication across diverse campuses and faculty populations

• Tech-focused perception of adjunct faculty needs

PARK UNIVERSITY

• Strategies• “On demand” web-based

resources (self-paced virtual workshops), with pedagogical focus

• Train-the-trainer approaches to equip satellite campus leaders

• Virtual learning communities(around specific courses-in-development)

• Virtual SIGs (around pedagogical topics)

• Advisory council to coordinate multiple faculty development initiatives

PUBLIC:BOISE STATE UNIVERSITY

• Institutional Culture• Largest of 3 State Universities• 19,993 Enrollment:• 85% Idaho residents• 91% live off-campus• 46% take eCampus course(s)

• eCampus:• Students: 80% Idaho residents;

35% are 35+• Courses: 257 (1,154 sections):

• 3 undergraduate degree completion programs

• 12 graduate programs

• Faculty: 43% full-time tenure-track faculty or lecturers

• Faculty Development: eQIP eCampus Quality Instruction Program• Year-round• Collaborative

BOISE STATE UNIVERSITY

• Challenges1. State University: $$

cuts2. Students: high need

and interest has yielded large number of online classes

3. Faculty: high % full-time• Voluntary participation• Motivation

4. Faculty Development Collaborative Model

• Interdependence • Differing budget priorities

BOISE STATE UNIVERSITY

• Challenges1. State University: $$

cuts2. Students: high need

and interest has yielded large number of online classes

3. Faculty: high % full-time• Participation• Motivation

4. Faculty Development Collaborative Model

• Interdependence • Differing budget priorities

BOISE STATE UNIVERSITY

• Challenges1. State University: $$

cuts2. Students: high need

and interest has yielded large number of online classes

3. Faculty: high % full-time• Participation• Motivation

4. Faculty Development Collaborative Model

• Interdependence • Differing budget priorities

BOISE STATE UNIVERSITY

• Strategies1 & 2. Limited Resources; Daunting Task• Program• Cohorts

3. Faculty Buy-in• Preparation• Stipends• Approach

4. Faculty Development Collaboration• Communication• Allocation

BOISE STATE UNIVERSITY

• Strategies1 & 2. Limited Resources; Daunting Task• Program• Cohorts

3. Faculty Buy-in• Preparation• Stipends• Approach

4. Faculty Development Collaboration• Communication• Allocation

BOISE STATE UNIVERSITY

• Strategies1 & 2. Limited Resources; Daunting Task• Program• Cohorts

3. Faculty Buy-in• Preparation• Stipends• Approach

4. Faculty Development Collaboration• Communication• Allocation

THEMES & TRENDS

• Creating community around discipline rather than instructional modality

• Devising consistent and effective communication measures

• Achieving an effective model that includes both centralized and decentralized support

• Maintaining a focus on teaching over technology

CommunityCommunica

tion

Organization of Faculty Developme

nt

Pedagogical Effectivene

ss

DISCUSSION POINTS

QUESTIONS & COMMENTS

B. Jean MandernachDirector, Center for Innovation in Research and TeachingGrand Canyon Universitywww.cirt.gcu.edu – jean.mandernach@gcu.edu

Emily Donnelli-SalleeFaculty Director, Center for Excellence in Teaching and LearningPark Universitywww.park.edu/cetl – emily.donnelli@park.edu

Ann RandallDistance Education Faculty Professional Education Coordinator Boise State Universitywww.boisestate.edu/distance – annrandall@boisestate.edu

Amber Dailey-Hebert