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Supporting Faculty in Course Development

Track faculty experience in online course development through case studies. Seek teaching transformation evidence and faculty experience improvement. Detailed course development process spanning planning to revision stages. Utilize a team-based approach. Analyze case studies and provide recommendations for future studies.

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Supporting Faculty in Course Development

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  1. Supporting Faculty in Course Development Bev King, Assistant Dean (Teaching & Learning) Faculty of Arts and Science Online, Queen’s University

  2. PROJECT OVERVIEW • Tracking faculty experience through our team-based approach to course development • Data collected on three case studies of faculty developing an online course for the first time Interviews pre, post and after each course development meeting • Looking for evidence of transformation in teaching and learning; and ways we can improve the experience for faculty

  3. COURSE DEVELOPMENT PROCESS Month 1 Month 8 Develop remaining modules, multi-media resources, activities, assessments & rubrics Review, finalize and QA course materials • PLANNING • Instructor ‘Vision’ • Learning Outcomes • Brainstorming • Active Learning • Assessment Outlines • Draft syllabus POST OFFERING ‘Wash up’ meeting revisions to course FIRST OFFERING Support during course offering COURSE DESIGN AND DEVELOPMENT Identify resources Develop one module Review syllabus and module using QA framework Integrate feedback

  4. Case Studies: Background

  5. Cranton (2002)Facets of Transformative Learning

  6. Cross-Case Analysis

  7. Case Analysis: Themes and Challenges

  8. Case Analysis: Recommendations

  9. Implications for our Process

  10. Future Study

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