carol mcquiggan and larry ragan's faculty development: learning and growing!
DESCRIPTION
SLN SOLsummit 2009 presentation - by Carol McQuiggan and Larry Raganhttp://slnsolsummit2009.edublogs.org This session will highlight the faculty development design and approach in order to serve the needs of the faculty participating in course delivery via the Penn State World Campus.TRANSCRIPT
Preparing to Teach Online
as Transformative Faculty
Development
Carol McQuiggan
Faculty Center for Teaching &
Instructional Technology
Penn State Harrisburg
Context
• Founded in 1966
• Enrolls 3900
students
• Degrees from
associate to
doctorate
• 185 full-time faculty
• 122 part-time faculty
Faculty
embracing
online
education
Just beginning
to integrate
technology into
their teaching
Virtual worlds. . . . . . . . . . . . . . . . . Email
Range of faculty experience
Teaching online – what changes?
• Loss of face-to-face contact
• Extensive planning
• Attention to detail
• Amount of advance
preparation/organization
• Shift in instruction
• New roles
Professional development to prepare faculty to teach online
• Recognized need
• Many models, but no underlying theory
• Mandatory > Voluntary
• Many competencies applicable to face-
to-face teaching
• Hmmm. . .
So what do we have so far?
• Faculty professional development
models with no apparent underlying
theory
• Faculty who teach as they were taught,
leading to. . .
• Unquestioned assumptions and beliefs
about teaching (and students)
• Competencies and tools that are
applicable to F2F teaching without an
explicit connection
Faculty professional development that:
• Recognizes faculty as adult
learners, and faculty development
as adult education
• Intentionally facilitates the
questioning of assumptions and
beliefs about teaching
• Intentionally informs F2F teaching
practices
Adult learners:
Consider prior
knowledge,
experiences;
Uniqueness;
Context; NOT one-
size-fits-all
Question
assumptions &
beliefs: Reflection;
Metaphors; Ask
questions that probe;
Write teaching
philosophies
Intentionally
inform F2F
teaching practices:
How could you use
this teaching
strategy/tool in
your F2F classes?
Preparing to teach online as catalyst for change
• Professional development for faculty
preparing to teach online presents a
unique opportunity to assess previously
held assumptions and beliefs about
teaching and to inform their F2F
teaching practices – don’t pass up this
opportunity!
“The only real voyage of
discovery. . . consists not in
seeing new landscapes but in
having new eyes. . .”
~Marcel Proust
Transition time!
From Carol to Larry
The C2 Faculty Development Model . . .
a dedicated, skilled
(competent) and confident
faculty.
Lawrence C. Ragan
Director of Faculty Development
Desired Outcome of Fac Dev
ProgramGoals:
• Develop and support a dedicated, skilled (competent) and confident faculty to address the instructional needs of learners served through the World Campus.
Evidence of Success:
• Student satisfaction (reduced complaints)
• Student enrollments maintain/grow
• Faculty satisfaction with experience
• Increased faculty value of participating in WC programs
Competent and Confident Faculty
Student-centered, & engaged, Learning Space
Faculty
Services
&
Systems
Competent and Confident Faculty
Student-centered, & engaged, Learning Space
Professional Development
Opportunities
Research
Community of Practice
Faculty
Information
Management
System
Faculty
Services
&
Systems
Pro Dev Opportunities
Develop a rich set of offerings that span all
user levels
Entry levelEntry Moderate Advanced
Moderate
Advanced
Pro Dev Opportunities
Develop a rich set of offerings that span all
user levels
Entry levelEntry Moderate Advanced
Moderate
Advanced
OL 2000
OL 1000
OL 3000: Just2It!
Orientation to OL
Online Issues Forums
OL 2500
Sloan-C College Pass
Research Projects that inform
practiceStrategies for Managing the Online
Workload
Competencies for Online Authoring &
Teaching Success
Competent and Confident Faculty
Student-centered, & engaged, Learning Space
Professional Development
Opportunities
ResearchFaculty
Services
&
Systems
Community/culture of Practice (1)
• Create and support Faculty Advisory/Input
Group
– Serve as sounding/input board
– Define needs of various audiences
– Identify and address variety of barriers
– Generate and manage “special projects”
– Create linkage to Faculty Senate
• Address University policy of reward and
recognition statutes
Community/culture of Practice (2)
• Establish a culture of excellence in practice
and scholarship
– Support annual “faculty fellow”
– Support research initiatives (grant driven)
– Support scholarship (including
publications) in online teaching and
learning and specific discipline
• Establish Faculty Mentor program
PSU Faculty Development HUB
System and Services
• Access to fac dev
calendar of events
• Access to resources
such as templates and
tools
• Access to research
• Access to faculty
community
• FAQs
• Course demos
• Other external links
Competent and Confident Faculty
Student-centered, & engaged, Learning Space
Professional Development
Opportunities
ResearchFaculty
Services
&
Systems
Community of Practice
Faculty Info Management System
• Goal: Create seamless mechanism for
tracking and managing information on WC
faculty
• Enable targeted mailings for programming
• Enable personalized faculty development
planning
• Match systems and services to faculty
needs via program participation
Competent and Confident Faculty
Student-centered, & engaged, Learning Space
Professional Development
Opportunities
ResearchFaculty
Services
&
Systems
Community of Practice
Faculty
Information
Management
System
The learner benefits most from . . .
Thank you!
a dedicated, skilled
(competent) and confident
faculty.