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The New “3 Rs” for Faculty Development. Meg McGranaghan, M.S. Director of Instructional Technology Karla Fisher, Ph.D. Vice President of Academics.

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Presentation on theme: "The New “3 Rs” for Faculty Development. Meg McGranaghan, M.S. Director of Instructional Technology Karla Fisher, Ph.D. Vice President of Academics."— Presentation transcript:

1 The New “3 Rs” for Faculty Development

2 Meg McGranaghan, M.S. Director of Instructional Technology Karla Fisher, Ph.D. Vice President of Academics

3 Butler by the Numbers Residential campus – El Dorado Commuter campus – Andover Four additional teaching/service sites, 5 county service area Growing virtual campus (~23% of enrollment) Headcount: 13,079 Total credit hours: 91,895 45% full-time 57% female 29% minority 62% traditional age (18 to 22)

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5 Objectives Explore the “Three Rs” of a successful faculty development model through: –Case study: INTON –Second generation application: Service Learning So what are the new “3Rs”?

6 Rigor Restriction Reward

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11 INTON

12 Intensive cohort training in ANGEL –Five weeks –In the early years, the attrition rate of 50% –Now approximately 75% complete Rigor “This is one of the hardest classes I’ve ever taken!”

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15 INTON participants learn online teaching skills by: –Participating in community –Reviewing the work of peers –Developing course pages –Creating assignments –Investigating ANGEL options –Exploring pertinent Web 2.0 tools Rigor “It takes a lot of discipline to be successful in INTON.”

16 Unit 1: Basics of Teaching and Technology Unit 2: Know your Audience and Yourself Unit 3: Developing an Online Course Unit 4: Communication in Online Teaching Unit 5: Assessment in Online Education Rigor

17 Seven Principles of Good Practice in Undergraduate Education Bloom’s Taxonomy National Center for Academic Transformation strategies for success in online learning Instructor-centered vs. student-centered teaching Instructivist and constructivist principles Stages of the Instructional Experience Rigor

18 P P P P P P P …

19 Bloom’s Taxonomy For iPads Bloomin’ Google

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21 Participants also experience online learning from the student perspective by: –Enrolling online –Reviewing class lectures, notes, and labs online –Engaging in synchronous and asynchronous discussions –Watching video clips –Taking self-quizzes and tests –Submitting assignments via dropbox Rigor “Now I know how our online students feel.”

22 INTON required for faculty interested in teaching online Application process requires administrative approval Restriction

23 $500 stipend for current Butler faculty who finish INTON INTON graduates eligible for ANGEL Basics, a three hour, hands-on workshop to learn the “teaching side” of ANGEL INTON graduates eligible for web- enhanced shells for f2f classes Reward

24 Lessons Learned The vast majority of community college instructors do not have degrees in education INTON covers many of the basics of sound teaching Communication strategies, rubrics, the importance of consistency in look & navigation are discussed The “final exam” for the class requires participants to reflect and apply what they have learned by using Wordle and Jing (free software)

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28 Lessons Learned Faculty seek out training knowing that online learning is relevant for today’s student Instructors experience online learning from student standpoint…feel the frustration Training now requires participants to create and facilitate discussion and other group activities Reflection has become a more important component of the workshop

29 INTON The workshop is evaluated by participants and the Instructional Technology Department every semester. The goal: continuous improvement of product and process: –Incorporate the latest in technology; lots of engaging programs – we strive to find free products in addition to vendor options –Stay current on issues in online learning such as ADA, UDL compliance, quality standards, etc. –Every assignment must meet a specific goal. (PS: We inform participants of the goal!)

30 Department Blog

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32 Replicating the Model Service Learning Institute –June 15 – 17, 2011 –Goal to have cohort group of faculty participants

33 Replicating the Model Rigor 3 day intensive training Participants will leave with: –Understanding of criteria for SL at Butler –Course outline –Syllabus –Community Partner –Commitment to teach course in Fall 2011

34 Replicating the Model Rigor Unit 1: Basics of Service Learning Unit 2: Identifying Community Needs Unit 3: Working with Community Partners Unit 4: Developing a Service Learning Course Unit 5: Assessment of Service Learning Emphasis on discussion and reflection …

35 Replicating the Model Restriction Accepted only 10 participants Focusing on Gen Ed Administrative approval required

36 Replicating the Model Reward $500 stipend for current Butler faculty who complete Service Learning Institute –$250 upon Institute completion –$250 upon submitting grade for SL course

37 Learning College Principles FOCUS ON LEARNING INTON Service Learning Institute Next Application? Rigor – Restriction – Reward

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40 The Corporation for National & Community Service defines service learning as: "a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. Through service-learning, young people—from kindergarteners to college students—use what they learn in the classroom to solve real-life problems. They not only learn the practical applications of their studies, they become actively contributing citizens and community members through the service they perform." (National Service Learning Clearinghouse)National Service Learning Clearinghouse

41 Service Learning Projects –Numana - feeding the hungry –Redesign of home for accessibility –Teaching hygiene to area elementary schools –Alex’s House (dog rescue) –Grizzly Give Back Day –All faiths dinner (progressive dinner) –Essays tied to SL hours …

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44 1. Good Practice Encourages Student-Faculty Contact 2. Good Practice Encourages Cooperation among Students 3. Good Practice Encourages Active Learning 4. Good Practice Gives Prompt Feedback 5. Good Practice Emphasizes Time on Task 6. Good Practice Communicates High Expectations 7. Good Practice Respects Diverse Talents and Ways of Learning …


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