2011challenges and successes of faculty development
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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
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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.
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Faculty Development
Private
PublicFor-Profit
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FOR-PROFIT: GRAND CANYON UNIVERSITY
• Institutional Culture• Rapid growth• Campus-centric • Large adjunct
population• Division between
academics and operations
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GRAND CANYON UNIVERSITY
• Challenges• Rate of growth• Communication• Technology• Adjunct culture• Faculty perceptions• Continuously
changing faculty population• Scheduling
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GRAND CANYON UNIVERSITY
• Effective Strategies• Online portal• Community building• Asychronous
programming• Synchronous
webinars• Faculty recognition• Resource support
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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)
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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
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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
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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
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BOISE STATE UNIVERSITY
• Challenges1. State University: $$
cuts2. Students: high need
and interest has yielded large number of online classes
3. Faculty: high % full-time• Voluntary participation• Motivation
4. Faculty Development Collaborative Model
• Interdependence • Differing budget priorities
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BOISE STATE UNIVERSITY
• Challenges1. State University: $$
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
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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
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BOISE STATE UNIVERSITY
• Strategies1 & 2. Limited Resources; Daunting Task• Program• Cohorts
3. Faculty Buy-in• Preparation• Stipends• Approach
4. Faculty Development Collaboration• Communication• Allocation
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BOISE STATE UNIVERSITY
• Strategies1 & 2. Limited Resources; Daunting Task• Program• Cohorts
3. Faculty Buy-in• Preparation• Stipends• Approach
4. Faculty Development Collaboration• Communication• Allocation
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BOISE STATE UNIVERSITY
• Strategies1 & 2. Limited Resources; Daunting Task• Program• Cohorts
3. Faculty Buy-in• Preparation• Stipends• Approach
4. Faculty Development Collaboration• Communication• Allocation
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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
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DISCUSSION POINTS
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QUESTIONS & COMMENTS
B. Jean MandernachDirector, Center for Innovation in Research and TeachingGrand Canyon Universitywww.cirt.gcu.edu – [email protected]
Emily Donnelli-SalleeFaculty Director, Center for Excellence in Teaching and LearningPark Universitywww.park.edu/cetl – [email protected]
Ann RandallDistance Education Faculty Professional Education Coordinator Boise State Universitywww.boisestate.edu/distance – [email protected]
Amber Dailey-Hebert