"Faculty Peer Review for On-line Courses Implications for"
Faculty Peer Review for On-line Courses Implications for Promotion and Tenure Dr. Joan D. McMahon Professor of HRD Towson University, Towson, MD 21252 email@example.com Dr. William McKelvie Formerly Professor of Counseling Psychology Bowie State University, Bowie, MD Now at Union Institute, Cincinnati, Ohio 1 • Project that began in summer, 1999 with 14 teams of faculty members and Web-savvy associates from all the institutions in the University System of Maryland. • USM Chancellor Donald Langenberg named the 43 faculty members on these teams as Distance Education Fellows. 2 By the end of this session, you should Examine criteria for faculty review of on-line courses. Consider the implications of faculty training on these criteria. Question issues around workload and promotion/ tenure. 4 The Peer Review Project • Peer review coordinator (chair) composed of a WIT member and • Two or more Subject Matter Experts (SME) from outside the USM schools. 5 Peer Review Criteria • Course rationale • Assessment and • Learning and teaching evaluation theories • Internal organization • Goals and objectives and consistency • Learning strategies • Instructor’s role • Instructional design • Teaching effectiveness • Content continued • Interactivity 6 More criteria... • Use of mediated resources and the Web • Accessibility • Robustness • Technical support • Responsiveness to learner needs • Navigation 7 How are Peer Reviewers Trained? • Course rationale • Each of these elements • Learning and teaching had to be re-designed theories for the web. • Goals and objectives • Learning strategies • Training was done in • Instructional design f2f workshops, peer mentoring or 1:1 • Content support by in-house • Interactivity ISD personnel 8 • Assessment and • Each of these elements evaluation had to be re-designed • Internal organization for the web. and consistency • Instructor’s role • Training was done in • Teaching f2f workshops, peer effectiveness. mentoring or 1:1 support by in-house ISD personnel 9 What will peers observe? • Use of mediated • Do peers have a resources and the Web checklist to monitor • Accessibility these items? • Robustness • Technical support • What rubrics have • Responsiveness to been developed to learner needs assure quality? • Navigation 10 What are the Protocols for Review? • Design criteria • Provide a chair to • Select SME who can coordinate their address criteria responses • Select SME who are • Feedback the knowledgeable about responses to the teaching online. faculty member at – Midterm (formative) – Final (summative) 11 Implications for Promotion and Tenure • A person who puts considerable effort into developing a web site [or course(s)] for a department and receives no recognition for the effort may feel exploited. • This lack of recognition and lack of support has the effect of undermining the scholarly work being done about teaching and learning and in undermining the self- confidence of the person doing the work. • Higher education is in a transition period where different levels of acceptance for newer forms of academic work still cause inequities and confusion. Young, Jeffrey R. "Rethinking the Role of the Professor in an Age of High-Tech Tools," The Chronicle of Higher Education, October 3, 1997. 12 Implications for Workload • New forms of electronic • In "anytime, anyplace "office hours" can learning" students and substantially increase the contact time between faculty faculty may never and student. meet face to face. This • In addition, many report that factor immediately students often expect and eliminates seat time sometimes demand unreasonable access to from the workload faculty via e-mail. The equation. question arises as to what is “reasonable” in terms of student access to faculty? Young, Jeffrey R. "Rethinking the Role of the Professor in an Age of High-Tech Tools," The Chronicle of Higher Education, October 3, 1997. 13 Implications for Workload While traditional courses and course materials Should this increased require periodic "course maintenance" review, courses be considered a delivered via the normal part of the WWW require workload or receive constant monitoring special compensation? and updating to remain viable. 14 Implications for Workload • Through the use of • How should a faculty information technology, member be compensated class size is no longer for these larger sections? limited to seats available in • What additional support the traditional classroom. should be provided to Instead of separate sections assist in managing such offered at different times large classes? during the instructional week, lectures can be offered once to a greater number of students. 15 Implications for Promotion and Tenure We have to redefine faculty roles The highly individualistic conception of the faculty member as an autonomous professional needs to be modified to recognize the increasing interdependence of all forms of academic work. The typical project of the future will often involve a team of faculty (and staff) from different disciplines collaborating on a task that could not be done by any individual alone. Higher education needs to evolve better models of how faculty can work together and develop better institutional structures for supporting and evaluating such work. University of Nebraska, Lincoln NN21- Scholarship, Evaluation and Rewards Report. Www.unl.edu/nn21/serdraft.html 16 Reactions about this session 17 Thanks! Dr. Joan D. McMahon http://www.towson.edu/~mcmahon firstname.lastname@example.org Dr. William McKelvie Formerly Professor of Counseling Psychology Bowie State University, Bowie, MD Now at Union Institute, Cincinnati, Ohio 18