1. Striking a balance: A hybrid approach to new faculty development Bridget Arend, Director of University Teaching
Why we think it works
55% completed the workshop by early Sept compared with 15-25% workshop attendance in previous years (we encourage the rest to complete by Dec 31)
Feedback has been very positive
Provost now strongly encourages all new faculty members complete the workshop
What we do now
New Faculty Workshop format (starting 2011):
Offered online in course management system (replicates a course and provides an example for course design)
Offered during the summer (provides needed information before classes start)
Self-paced format with weekly discussions and target dates for completion (provides flexibility while trying to create community)
Delivered in five weeks/units (faculty members experience learning in the role of a student)
An assignment must be completed in each unit: blog, scavenger hunt, journal, wiki contribution, online discussion, quiz & surveys (provides exposure to various teaching & assessment strategies)
Live online webinars kick off the workshop and focus on special topics (adds community and in-depth exploration of topics)
Videos introduce key individuals on campus (faculty watch only those videos relevant to them)
Faculty and staff facilitate weekly discussions (allows for individual questions and open discussions)
Those who complete the workshop receive a college teaching book and certificate at our reception prior to the Provost’s New Faculty Luncheon (visibly recognizing those who complete the workshop)
Campus tours/happy hours scheduled in the fall quarter (provides social aspect to supplement the online workshop)
What we used to do
One-day New Faculty Orientation (morning presentations, Provost Luncheon, and a Dessert Reception/Resource Fair) followed by five bi-weekly workshops about teaching and learning
The problem
New Faculty Orientations suffer from:
Information overload
The “parade of talking heads”
One-time availability of information
Scheduling difficulties
Wide disparities in backgrounds/needs
“I most enjoyed the teaching scenario discussion and the introductions blog. I also enjoyed the webinar on the teaching of writing and assessment (though I watched the archive, time constraints kept me from attending live).”
“This workshop was excellent for helping new instructors understand the value of learning through a variety of methods. I think we all know this is the case, but the fact that we were required to use these various methods while learning about them really was wonderful.”
“Even though I have over fifteen years of teaching experience. I have been exposed to new teaching perspectives. I like this workshop.”
“I do like the ability to do this at my own pace and work with the design of my class with each module. I have taken more time to work on these since I am using it as a sounding board for my own course design.”
What we are still working on
How to balance:
Online scheduling flexibility vs. social benefits of cohort
Active online discussions vs. self-paced convenience
Mandated completion vs. unique faculty needs/situations
Summer start vs. administrative delays
Presented at the 2012 POD Conference, Seattle, WA