Online Faculty Development Modules Abstract Utilizing student feedback on effective instructional practices, Online Faculty Development Modules are designed around the principles of Universal Design for Learning (UDL) for the purpose of sharing effective teaching methods. Electronic modules allow faculty to showcase their effective teaching methods and provide other instructors with new ideas for enhancing the student classroom experience. Each module contains a description of how the instructor implements the instructional practice, a brief summary of the professional literature that supports the instructional practice, and will contain the option to print a certification of completion. Background Information These online faculty development modules provide information about effective instructional practices for diverse learners. Creation of the online faculty development modules relies on student voice. Students are provided an opportunity to share their instructors’ effective teaching practices. Using student nominations has allowed us to “hear” student voices about effective teaching practices at ECU. Our initial attempt to obtain nominations via paper forms resulted in only 3 nominations. We then converted the nomination process from paper form to electronic form, in an attempt to acquire more student nominations. On the electronic nomination form, students write a description of the instructional strategy they believe helps them to learn more and the name of their instructor. Reporting student name is voluntary. Students who disclose their name are eligible to win a $25.00 gift card to the student store if their nomination is used in the development of a module and, if they consent, may be invited to participate in a future focus group. The student electronic nomination form, instituted March 26, 2012 and sent to targeted populations of undergraduates generated 66 nominations overnight with a total of 135 nominations. We broadened the survey Spring 2013 by including ECU graduates and all undergraduate students enrolled during 2013 resulting in approximately 180 nominations, primarily from undergraduates. Module Components The College Star Faculty Development Modules are designed around the principles of Universal Design for Learning (UDL) and they attempt to model UDL, providing multiple ways to access the information. The modules are freely available in the Faculty section of the College STAR website. Each module contains the same six components which cover information about the instructional practice, its link to the UDL principles, research support for the practice, and an opportunity for the viewer to provide feedback about the module. Viewers will be able to print a certificate of module completion for their professional records. Contents of each component are described below. Introduction: Rationale for the module, photo of contributing faculty member(s), and graphic representation of module content UDL Principle: Description of the UDL principles associated with the module content and how the instructional practice aligns with the UDL principles Instructional Practice: Detailed description of the instructional practice highlighted in the module provided through the use of text, photos, videos, and charts Literature Base: Brief summary of research and professional literature that support the importance and effectiveness of the instructional practice Learn More: Bibliography of references cited in module, additional resources, and Shared Success feature. Shared Success is a new addition to the Learn More section of the module. Viewers are invited to share ways they have used the instructional practice and add to the module information. Certificate: A brief survey about the effectiveness of module components and future interest in participating with College STAR and a brief quiz covering module content will be followed by the option to print a certificate of completion Module Team Sue Steinweg, Ph.D., Instructional Consultant, College STAR Tanner Jones, BFA, Technology Specialist, College STAR Fatima Rana, Graduate Assistant, College STAR Karen J. Williams, Graduate Assistant, College STAR Evaluation Two types of evaluation are incorporated in development and use of the modules. 1.After a module is written, it goes through several levels of editing for clarity, grammar, content, and accuracy. This includes having the first drafts read by multiple individuals. Once corrections are made and the module content is placed online, the module is reread and edited by multiple individuals. External reviews are conducted by individuals with expertise in UDL using a 13-page evaluation form, which includes a Likert scale of items and open response items. Additionally, 15 faculty members from multiple departments on campus were asked to review the two pilot modules and revisions were incorporated. 2.Individuals who access the modules are asked to complete a survey upon completion of each module. Questions ask the viewers to evaluate the effectiveness of module elements and possible impact on their future instructional practice. The option to participate in future focus groups is included. A multiple-choice assessment covering module content will evaluate mastery of the information. References College STAR Faculty Development Modules National Center on Universal Design for Learning Timeline Two pilot modules were created during the first year of the project, sent for external review, and, extensively refined. During this academic year we have completed one module and are working on four additional modules. A design is in the works to incorporate existing related modules. Dr. Sue SteinwegTanner JonesFatima RanaK. J. Williams