1 / 34

Erin White David Pratt Office of Learning and Technology Purdue University North Central

Listen First, Then Make it Count: Reviewing a Model of Assessment to Meet Professional Development Needs of Faculty. Assessment Institute Indianapolis, IN: 2011. Erin White David Pratt Office of Learning and Technology Purdue University North Central. Overview of Session. Who we are

aiko-cummings
Download Presentation

Erin White David Pratt Office of Learning and Technology Purdue University North Central

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Listen First, Then Make it Count:Reviewing a Model of Assessment to Meet Professional Development Needs of Faculty Assessment Institute Indianapolis, IN: 2011 Erin White David Pratt Office of Learning and Technology Purdue University North Central

  2. Overview of Session • Who we are • Why was our PD plan re-designed? • Briefly identify your PD strengths/weaknesses • Purdue University North Central Model • Identification of Problem(s) with our PD Program • Design & Develop offerings (or Redesign) • Implement & Assess • Identify elements of the PNC model for use at your campus

  3. Objectives of Session • Identify Strengths & Weaknesses of YOUR PD plan • Compare your plan with the PNC Model • Determine which strategies you could implement to re-invent your current program

  4. Who are we? • David Pratt- Director of Learning and Technology, Associate Professor of Education • Erin White- Coordinator of Learning and Technology, Continuing Lecturer in Education

  5. We identified our problems • Administered a faculty–needs survey to obtain a base line of where to start • Interviewed faculty, students, administrators, and staff • Took inventory of current supporting infrastructure • Web resources • Tech support • Training (workshops, consultations, etc.)

  6. Identify PD Strengths & Weaknesses

  7. Identify Problem(s) Design & Develop a Program (Redesign) Implement & Assess

  8. Pre AssessmentFaculty-Needs Survey- to establish a baseline we assessed: • Faculty & Contextual Characteristics • Technology Needs • Pedagogy Needs • Preferred format of delivery

  9. Faculty Characteristics How often are you on campus? Availability varies Time preferences Mornings/lunches Instructional Delivery What works for you? One-to-one Web-based tutorials Workshops/Seminars

  10. Faculty concerns • Knowledge in designing online course materials (best practices and pedagogy) • Students need organized instruction in the online education process • 63% did NOT feel competent in designing and developing online course materials

  11. I am comfortable using the following:

  12. I would like to learn more about the following:

  13. Pedagogy Concerns • Student cheating/plagiarism • Not enough face-to-face or collaboration • Not knowing how to design • (iterative process)

  14. Identify Problem(s) Design & Develop a Program (Redesign) Implement & Assess

  15. What did we design and develop?

  16. Upon the survey analysis, the following were developed: • Web-based video tutorials for Blackboard and Technology • Hands-on Workshops, Seminars, and an Online Academyin Course Design • Course Design website with pedagogical and technological tips and interactive readiness quiz • Individual Consultations/Professional Development Plan

  17. Identify Problem(s) Design & Develop a Program (Redesign) Implement & Assess

  18. Implementation & Formative Assessment • Workshops/Seminars • brief anonymous surveys (post-training) & consultants recorded anecdotal notes of participants • Individual Consultations • Follow-up emails from supervisors • Checklist completed (pre & post training) • Anecdotal notes • Online Academy • Weekly check-ins • Pre & post assessments • Product Review (online course quality rubric)

  19. Assessing Workshops & Seminars

  20. Assessing Individual Consultations

  21. Assessing at Department Level

  22. Self Assessment/ Peer Review Tool • Taskforce created an evaluative tool- PNC Recommendations for Online Courses • Syllabus • Course Design • Instructional Materials • Available via the web- faculty can privately self-assess • Peer review provided upon faculty request

  23. How did you rate your PD?

  24. Stipend, Letter of Recognition, Publicity, VCAA & Chancellor’s endorsement Commercials, faculty testimonials, chair’s support, promote increase in enrollment/ graduation rates Expanded support via web resources, work study & currently seeking to train helpdesk personnel to expand their role Increased training via faculty mentors, graduate practicums, work study

  25. Visit our wiki for additional resources • http://pdassessmentpnc.wikispaces.com/ Thank you!

  26. Identify Problem(s) Design & Develop a Program (Redesign) Implement & Assess

More Related