We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byCristina Rose
Modified over 6 years ago
© 2008 Brigham Young University–Idaho
© 2010 Brigham Young University–Idaho COURSE LEAD RESPONSIBILITIES TRAINING Feb. 7, 2013 2
© 2010 Brigham Young University–Idaho TWO REASONS FOR THIS TRAINING 1: To help Course Leads understand their important roles 2: To explain how you will have the time to fulfill this responsibility 3
© 2010 Brigham Young University–Idaho Course Lead Policy 4
© 2010 Brigham Young University–Idaho Faculty Guide 2013 4.1.3 Course Leads In an effort to keep all modes of delivery aligned and continually improving, department chairs assign course leads for multi-section courses (typically four or more sections). As needed, department chairs ensure that a portion of the course leads load is designated for significant course redevelopment or modification, to allow for class observations, for communicating with other instructors of that course, and to participate in Course Councils. This load allocation may be from 0 to 3 hours per semester. It is anticipated that the amount of load would be reassessed each semester and that it might decrease over time. In situations where many sections of a course exist (such as Foundations courses), a department chair may consult with his or her college dean and the associate academic vice president for instruction about the possibility of appointing an assistant course lead, as well. 5
© 2010 Brigham Young University–Idaho Relative Roles and Responsibilities: A Collaborative Approach to Learning Online Campus Faculty Department chairs and faculty are the chief stewards of content. Among other things, they do the following: Help decide which courses get created online. Collaborate with the online team in creating great courses, helping improve them over time, and keep them synchronized with whats being taught on campus. They do this through councils that include online instructors and curriculum designers. Council members listen to each others ideas with open minds and debate proposals respectfully and rigorously. On matters of content such as deciding on the critical learning outcomes for the course, faculty members have the final say. In other words, no substantive changes to the content of a course should ever be made without approval of the responsible on-campus faculty. (The person who plays this role is called the Course Lead.) Screen online instructor applicants to make sure they have sufficient expertise and appropriate credentials to teach courses in the discipline. No online instructor should ever be hired without a department chair or Foundations team lead approving their hire. Help provide, as needed, content and discipline-specific training to online instructors. Provide critical input to the online team if any content-related concerns arise about an instructors performance. Look for opportunities to reach out to online instructors in their discipline or course and invite them to participate, where possible, in content-specific discussions and training, without undermining instructors reporting relationship to the online team. 6
© 2010 Brigham Young University–Idaho Course Lead Responsibilities 7 Content Expert for the Course(s) Chair of Course Council Assist other Instructors of the Course(s) Course Development Familiar with all Modes of Delivery Report to Dept. Chair
© 2010 Brigham Young University–Idaho Establish and maintain integrated outcomes and assessments for all delivery modes (Learning activities may differ according to the environment, i.e. Face to Face [F2F], Online, Blended [BL], or Competency-based course [CBC], but must lead to the same outcomes and similar assessments) Develop new Online, BL, or CBCs, as needed Works collaboratively with full-time faculty who teach the course to: 8 Content Expert for the Course(s)
© 2010 Brigham Young University–Idaho Chair of Course Council Course Lead Online Course Representative (Other individuals may be invited to attend as needed) Course Council composed of: Discuss course modification Implement changes in all modes of delivery Course Council communicates once/semester (or as needed) 9
© 2010 Brigham Young University–Idaho Assist Other Instructors of the Course(s) Includes adjunct and Evening School faculty Observes F2F classes once/semester Occasionally view online instruction to understand content-related elements in this environment, and offer suggestions to the Online Course Representative about an instructors performance in content-related concerns. In consultation with OCR Communicate vision, give encouragement, and answer questions Could be in conjunction with class observation Meet w/F2F Instructors and OCR 10
© 2010 Brigham Young University–Idaho Appointed by Online Instruction and granted a 10 hr. contract each semester Sits on the Course Council as the online representative for the online course they teach Evaluate aspects of the online course against established criteria Gather curriculum improvement suggestions from peer online instructors. Responsibilities: 11 Online Course Representative Responsibilities
© 2010 Brigham Young University–Idaho Course Development Under Department Chair direction Ensure all modes of delivery have same learning outcomes, assessments, and learning activities-adapted to specific modes of delivery Take lead in representing on- campus faculty in development of new and/or existing courses 12
© 2010 Brigham Young University–Idaho Familiar With All Modes of Delivery Get a feel for that mode of delivery Once/year As part of load May opt to teach an online and/or BL course If used, oversee CBC modes 13
© 2010 Brigham Young University–Idaho Report to Department Chair 14 Report once/semester on status of course(s) under his/her supervision Assigned by the Dept. Chair Varies, but will typically be 1 hr./ semester (approx. 45 hrs.) Load Assignment
© 2010 Brigham Young University–Idaho Resources Process Instructions Templates and Forms Design and Development Assistance 15
1 Copyright © 2011 by Mosby, Inc., an affiliate of Elsevier Inc. Chapter 20 Supervising and Evaluating the Work of Others.
[Imagine School at North Port] Oral Exit Report Quality Assurance Review Team School Accreditation.
Eli Collins-Brown, Ed.D. Illinois State University July 12, 2006 Aspects of Online Courses That Are More Effective and Successful than Traditional, Face-to-Face.
Integrating the NASP Practice Model Into Presentations: Resource Slides Referencing the NASP Practice Model in professional development presentations helps.
Learner-Centered Education Course Redesign Initiative Builds upon work of prior LCE grants Will award grants of $40,000 - $50,000, with the option.
1 The Promotion and Tenure Process Managing the Academic Career for Faculty Women at Undergraduate Computer Science and Engineering Institutions CRA-W.
Supplemental Instruction in Precalculus
Promotion and Tenure Workshop 1. Evaluation Procedure There is only one evaluation procedure leading to recommendations regarding promotion, tenure and.
The Framework for Teaching Charlotte Danielson
Dual Credit Policy/Procedures and Data Regional Planning Team Training November 8,
Contract Faculty Evaluations. AGENDA Review of Information Packet Ground Rules Purpose of Evaluation Evaluation Procedures Evaluation Criteria Time Line.
Integrating Library Resources into the Course Development Process at an Online College ©2009 The Sheridan Libraries of The Johns Hopkins University Inspiration,
Outcomes Assessment- Full Implementation Meeting Fall 2009.
1 FORMULATING PRIORITY & SENIORITY LISTS Los Angeles Southwest College July 2008.
GENERAL EDUCATION ASSESSMENT Nathan Lindsay January 22-23,
Student Focus Groups UNIVERSITY OF KENTUCKY COLLEGE OF PHARMACY 1 Formative Evaluation Using Student Focus Groups Heidi M. Anderson, Ph.D. University of.
The Educational Assistant Classroom Partner
STAFF DEVELOPMENT FOCUSING ON TEAM BUILDING & CONFLICT MANAGEMENT Teresa E. Simpson EDLD: 5345 Human Resource Development – Fall 2008.
Student Learning Outcomes at PCC Adapted from a presentation to the PCC Board of Trustees in 2007.
Sub-heading ADMINISTRATOR EVALUATION AND SUPPORT SYSTEM Curriculum, Instruction and Assessment Leader Proposed Adaptations.
© 2020 SlidePlayer.com Inc. All rights reserved.