A Model for Effective Training of Online Faculty

Bill RuggMark Harris

Schoolcraft CollegeDistance and Distributed Learning

Livonia, MI©Schoolcraft College, 2004

Why Credential?

Ease transition to online teachingEquip faculty with tools to succeedEnsure consistent qualityEnforce culture of continuous

improvement

Brief History

Adopted in faculty contract 2002First launched in December 2002To date more than 70 faculty have

completed the processIncreased offerings to meet demand

Overview

Current 12-week format evolved over first three offerings

Four trainers: instructional design, help/support, general ed/assessment, and faculty

Three hour sessionsSession List

Usability

InstructionalResources

Scholarshipof Teaching& Learning

Usability

Exploring BlackboardSetting up the staff profileEstablishing the common course

structureCreating the user interfacePutting it All Together; Creating the

Orientation

Instructional Resources

Finding resources and mediaDiscovering Schoolcraft’s Digital

Library Resources Selecting Reusable Learning Objects

Scholarship of Teaching & Learning

Integrating Student Learning Outcomes and Course Assessments

Incorporating Discussions & Teamwork

Assessing Students Instructional delivery: Running

Class

Next Steps

Central role for student learning outcomes

Mentoring programModularizingOnline availabilityIntermediate and advanced tracks

Group work Streaming media

Questions?

Thank you for attending!

wrugg@schoolcraft.edumharris@schoolcraft.eduDistance and Distributed Learning at

Schoolcraft(www.schoolcraft.edu/distance)