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The Perfect Storm: Faculty Development for Large Enrollment Hybrid & Online Courses

The Perfect Storm: Faculty Development for Large Enrollment Hybrid & Online Courses. Cynthia K. Russell 1 , Steven W. Gilbert 2 , Susan Jacob 1 , Victoria Murrell 1. 1. 2. Why us?. Cindy Technology Innovator/Early Adopter Associate Dean for Distributive Programs

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The Perfect Storm: Faculty Development for Large Enrollment Hybrid & Online Courses

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  1. The Perfect Storm:Faculty Developmentfor Large Enrollment Hybrid & Online Courses Cynthia K. Russell1, Steven W. Gilbert2, Susan Jacob1, Victoria Murrell1 1 2

  2. Why us? • Cindy • Technology Innovator/Early Adopter • Associate Dean for Distributive Programs • Responsible for making technology work for faculty, staff, students • Steve • Consultant for faculty development from a “Promise of Nursing” Grant • Long history in the area of making technology work for faculty, staff, students • Expertise in a variety of faculty/professional development programs • And those left at home: Susan & Vicki

  3. Why here … at MERLOT? • MERLOT is especially relevant and useful, given its communities, reviews, bookmarking materials for later review • We believe MERLOT resources can be incorporated into the type of faculty development program we’re describing … WITHOUT merely asking faculty to go review a site and decide for themselves how to implement the activities in their courses

  4. Session Goals • Describe and seek feedback on a training program for faculty at an academic health science center that is • responding to the national need to prepare and graduate more healthcare professionals, • implementing a required interprofessional course for students to learn about healthcare professionals’ roles, and • exploring ways to collaborate effectively within the institution to avoid unnecessary duplication of courses taught across colleges.

  5. Audience Composition • Type of college/department: • Health science center • Others? • Role in institution: • Primarily faculty • Primarily IT/faculty support • Others? Consider how the 3 phenomena we’ll now discuss relate to your institution and your role.

  6. Phenomenon #1:Need for more Healthcare Professionals • Serious shortage of health professions’ graduates and faculty, especially nursing • Enrollment in healthcare programs not growing fast enough • Insufficient numbers of health professions’ faculty

  7. Phenomenon #2:Need for Interprofessional Education • Institute of Medicine’s Crossing the Quality Chasm report on safety & errors in healthcare • System issues, versus individual issues, mandate interprofessional education • Important to understand the role of each health profession in providing STEEEP care Safe Efficient Timely Equitable Effective Patient-centered

  8. Phenomenon #3:Avoiding Unnecessary Duplication of Courses • Effective collaboration within the institution, across colleges • How many pathology, pharmacology, physiology, genetics, etc… courses need to be offered at a given institution • Not even considering the broader, and more “dangerous” question, of why we all need to duplicate these same courses within our institutions

  9. Logical Outgrowth of the Coalescing Phenomena • Hybrid and/or online large enrollment courses that have the potential for: • propelling faculty to redesign their teaching/learning strategies in support of increased enrollments, or • causing even further chaos in the academy. The deciding factor in the outcome of this perfect storm is faculty development.

  10. Some Typical Faculty Development Models • NONE! • Informal gatherings or dialogue • F2F sessions – ranging from 1-2 hours to faculty retreats • Online courses or webcasts • Surfing & connecting • Providing lists of resources • Some with institutional support • Some ad-hoc & personal • Some with local experts & some with experts from a distance (with slides, of course) What else?

  11. What are these models relying on? • Personal initiative: I really want to do this! • Sufficient time for participating &/or exploring: I have enough time to do this. • Insight of the benefits of faculty development: This would benefit me, my teaching, and my learners. • Awareness of the need: Yes, I need it. Really. I do. • Administrative support (sometimes): As a department/college/institution, we value development of faculty as teachers. Really we do!

  12. Discussion of our Faculty Development Project • Going beyond “if you want to do this activity, use this strategy” … Exhaustive lists of resources at various sites create paralysis … Too many options and choices! • Faculty developing skills to be able to ask questions about what they need based on: • Course outcomes • Course size • The rules and issues are different for selecting resources to use in courses with large numbers of students. • Without proper training, faculty may continue familiar strategies or make selections without considering their implications for high enrollment classes.

  13. Reviewing Some ResourcesandEngaging in Discussion http://www.tltgroup.org/profacdev/DangerousDiscussions/OptionsTable.htm

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