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Issues and Strategies for Faculty Development

VIEWS: 7 PAGES: 28

									Issues and Strategies for
  Faculty Development
Michelle Robinson DMD, MA
   Director of Informatics
Marquette University School
         of Dentistry
  Reasons for Developing
         Faculty
Technology relies of faculty to use it
Faculty more difficult to manage than
technology
Faculty can provide insights on
improving or developing new
technologies
Faculty can provide opportunities for
research
Barriers to Incorporation of
Technology and Informatics
Geoghegan’s diffusion of
innovation and technology transfer
Faculty motivation and attitudes
Psychosocial model of faculty
development
Environmental challenges
     Geoghegan’s Diffusion of
    Innovation and Technology
             Transfer
           15% “Innovators” and “early
Barriers   adopters”
           70% “mainstream” : most
           traditional faculty fit here
              Early and Late majority
           15% “non-adopters”
       Faculty Motivation and
              Attitudes
           “Motivating faculty to learn new
            teaching methods is difficult
            regardless of technology”
Barriers    (Rebaza, 1998)
            GWU study1998
              Top 5 motivators
             Monetary compensation, development of
               new ideas, intellectual challenge,
               personal fulfillment, job satisfaction
              Faculty want career advancement
               opportunities and adequate support
              75% feel no pressure to use technology
 Psychosocial Model of Faculty
        Development
           Paradoxical Disjunction Model:
           Faculty are more concerned
Barriers   with psychosocial factors than
           with new technologies to
           support teaching (Cravener
           1999)
              Personal affective issues (WIIFM)
              Rewards and incentives
              Just-in-time training (convenience
               learning)
     Environmental Challenges

           •   Proper planning and
Barriers       coordination of efforts
           •   Faculty and student support
           •   Access
           •   Marketing, where applicable
           •   Evaluation techniques
           •   Protocols for use or Standards,
               where applicable
        Recommendations for
        Overcoming Barriers
•   Get buy-in: give deans an overview of
    technology and how to get involved
•   Establish policies to guide expectations
•   Establish an office to act as a
    clearinghouse for information, projects,
    etc.
•   Address factors of concern
•   Implement a faculty development
    program
  A Faculty Development
Program can address most
factors of concern, provide
 training and support, and
measure impact of training
Models of Faculty Training
   and Development
Design of a faculty development
program
Design of a training module
Alternative to traditional teaching
and learning and/or media resource
center
     U. Delaware Faculty Institute
      on Teaching, Learning, &
             Technology
         Successful week-long faculty
         development program
1.        Needs assessment survey
2.        Planning team (4 faculty from different
         schools in the university)
     •     Discuss survey results
     •     Brainstorm ideas
     •     Design program
           Needs Assessments
•   Areas to cover
    •   Demographics
    •   Skill sets and experience levels
    •   Vision
    •   Motivation/interest
    •   Linking technology tools with teaching
    •   Plausible approaches
    •   Support mechanisms (financial,
        administrative, technical)
    •   Incentives
    •   Evaluation mechanisms
   Rate the following (1=most
    needed, 5=least needed)
  training sessions that would
 enhance your teaching ability
 PowerPoint
 Scanning  and working with images
 Bringing coursework to the web
  with the Course Management
  System
  Rate the following (1=most
 likely, 5=least likely) training
    sessions that you would
 PowerPoint
             attend
 Scanning  and working with images
 Bringing coursework to the web
  with the Course Management
  System
 Are you kidding! Who has time for
  training?
Models of Faculty Training
   and Development
Design of a faculty development
program
Design of a training module
Alternative to traditional teaching
and learning and/or media resource
center
        Anatomy of a Faculty
        Development Program
•   Title                  •   Location
•   Focus                  •   Faculty involvement
•   Participants           •   Fees
•   Time                   •   Registration
•   Content: workshops,    •   Program evaluation
    demos, general         •   Faculty
    sessions/presentatio       Development web
    ns                         site
Models of Faculty Training
   and Development
Design of a faculty development
program
Design of a training module
Alternative to traditional teaching
and learning and/or media resource
center
Anatomy of a Training Module
1.   Choose software platforms and establish
     technical and administrative support
     systems
2.   Target audience and length of time
3.   Experienced trainer (familiar with adult
     education and not just technology)
4.   Content (example = software training)
5.   Topics (what elements of the content item
     will you cover?)
6.   Sample cases
7.   Personal consultation
8.   Supervised start-up
Models of Faculty Training
   and Development
Design of a faculty development
program
Design of a training module
Alternative to traditional teaching
and learning and/or media resource
center
      Alternative Models
Use teaching, learning, and
technology centers to create “web-
centric” development
 Online  guides, tips, tricks
 Convenience training with online
  instructional tools
        Alternative Models
Train the trainer
   San Diego pilot program using “team
    approach”
      Faculty with solid skill set receive
       training with grad student assistants
          These faculty then mentor 2
           additional faculty
            • These faculty then bring 2
              additional faculty to training
Rewards and Incentives for
 Working with Technology
Definition of rewards for working
with technology (Syllabus 2001)
Raises, promotion (not tenure),
bonuses, travel, research stipends,
office/lab space, lab equipment,
decreased teaching load, support
for the teaching environment
Incorporating Technology into
    Tenure Requirements
Scholarship
  Publication in online journals
  Conference presentations
  Development of application software
Teaching
  Online courses or web pages
  Use of course or discipline-specific software
Service
  Technical assistance to colleagues
  Community workshops
  Service on technology-oriented committees
    Compensation Models
ISP costs
Campus service units
Software
Overload pay
Release time
TA/student workers
Make funds available for:
 Travel
 Conference fees
 Discretionary account for faculty to use (NQA)
       Assessment of Faculty –
            Competencies
Competency Clinical Administrator Non-
             Faculty                    clinical
     Competency areas                   faculty
               technology: Promote proc.,
        Basic Demonstrate OS, wordand
__ a basic                               Develop
         email, web
understand-                support
ing of  Pedagogic: planning, presenting
imaging content knowledge, evaluation
modalities
      Guideline matrix
       Define   competency by person and
       action
    Assessment of Faculty –
      Behavioral Anchors
 Link competencies to behavioral anchors to
authenticate learning
  Competency          Behavioral
                      anchors
                          WebCT or
Technological
                           BlackBoard
  knowledge
                          Interactive
                           videoconferencing
                          Computer
                           hardware/software,
                          Communication tools
         Thank You


michelle.robinson@marquette.edu

								
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